[I. Call to Order and Determination of Quorum]
          [00:00:03]
          OKAY. WELCOME. THIS IS A REGULAR CALLED MEETING FOR THE ACADEMIC AND DISTRICT AFFAIRS
COMMITTEE FOR THE GARLAND INDEPENDENT SCHOOL DISTRICT. 
          AND WE HAVE A QUORUM. SO I CALL THE MEETING TO ORDER AT 7:34. 
          DO WE HAVE ANY PUBLIC COMMENTS, MISS HOGAN? OKAY. 
          SO WE HAVE NO PUBLIC COMMENT, SO WE'LL MOVE ON TO SUPERINTENDENTS MESSAGE. 
          [III. Superintendent's Message]
WELL GOOD EVENING. I KNOW THAT WE GOT AN ACTION PACKED AGENDA ON SCHOOL ACCOUNTABILITY. 
          THE BOARD HAS BEEN FULLY APPRIZED OF EVERYTHING THAT'S GOING TO BE PRESENTED. THIS IS A
FORMALITY THAT WE NEED TO DO FOR TEA AND WHILE WE ARE STEADILY IMPROVING EVERY YEAR WE NEVER REST ON OUR LAURELS AND WE UNDERSTAND THAT THERE'S WORK TO
BE DONE AND THIS YEAR WE'RE GOING AFTER THAT A. 
          YOU BET. OKAY, SO LET'S GO MOVE ON TO AGENDA 4.A. 
          [IV.A. Information Items]
INFORMATION ITEM 1. MISS JOYNER. 
          MS STANLEY CAN. THERE SHE IS. THANK YOU. THIS IS HOW FAST WE ARE. 
          YES. SO SORRY, MISS JOYNER. THE BREAK WAS VERY FAST. 
          GOOD EVENING. COMMITTEE, CHAIR STANLEY BOARD OF TRUSTEES,
DOCTOR LOPEZ. 
          TONIGHT, I HAVE THE PRIVILEGE OF SHARING AN OVERVIEW OF GARLAND ISDS 2026 A THROUGH F
SCHOOL ACCOUNTABILITY RESULTS. 
          THIS YEAR'S RESULTS TELL AN IMPORTANT STORY,
NOT SIMPLY ABOUT WHERE WE FINISHED, BUT ABOUT THE DIRECTION IN WHICH OUR DISTRICT IS MOVING. ACROSS MULTIPLE MEASURES, WE SAW IMPROVEMENT IN STUDENT PERFORMANCE,
ACADEMIC GROWTH, CAMPUS RATINGS, AND POST-SECONDARY READINESS. 
          THERE IS CERTAINLY IMPORTANT WORK AHEAD, BUT THE BREADTH OF THIS YEAR'S IMPROVEMENT GIVES
US REASON TO CELEBRATE, AND A MUCH CLEARER PICTURE OF WHAT WILL BE REQUIRED TO REACH THE NEXT LEVEL. 
          THESE RESULTS COME AT A VERY SPECIAL YEAR FOR GARLAND ISD,
AS WE CELEBRATE 125 YEARS OF EXCELLENCE AND OUR RECOGNITION AS THE 2026 HEB DISTRICT OF THE YEAR. BEFORE WE MOVE INTO THE NUMBERS,
I WANT TO GROUND THIS CONVERSATION AND WHY THE RESULTS MATTER. 
          OUR ACCOUNTABILITY RESULTS ARE ULTIMATELY A REFLECTION OF THE WORK HAPPENING EVERY DAY
ACROSS OUR SCHOOLS. 
          OUR VALUES REMIND US THAT EVERY STUDENT CAN LEARN AND EVERY STUDENT DESERVES THE BEST. 
          THAT MEANS ACCOUNTABILITY IS NOT SIMPLY ABOUT EARNING A LETTER GRADE. 
          IT IS ABOUT WHETHER MORE STUDENTS ARE LEARNING AT HIGHER LEVELS,
WHETHER STUDENTS ARE GROWING ACADEMICALLY FROM ONE YEAR TO THE NEXT, AND WHETHER THEY GRADUATE, PREPARED FOR WHAT COMES NEXT AND WHETHER THAT PROGRESS REACHES
THAT MANY DIFFERENT GROUPS OF THE STUDENTS WE SERVE. 
          THAT IS A LENS THROUGH WHICH I WOULD LIKE FOR US TO LOOK AT TONIGHT'S RESULTS. 
          SO HERE WE HAVE OUR DISTRICT LEVEL RESULTS. GARLAND ISD EARNED AN OVERALL ACCOUNTABILITY
SCORE OF 86. 
          SO A B RATING TO PROVIDE CONTEXT FOR THAT FOR THOSE RESULTS. 
          THIS SLIDE COMPARES GARLAND WITH OTHER LARGE DFW DISTRICTS SERVING SIMILARLY HIGH
PERCENTAGE OF ECONOMICALLY DISADVANTAGED STUDENTS AMONG THE DISTRICT'S SHOWN WITH ECONOMIC DISADVANTAGE RATES ABOVE 70,
GARLAND ISD EARNED THE HIGHEST OVERALL ACCOUNTABILITY SCORE. 
          AND THEN, AS NOTED BY CBS 11, GARLAND ISD IS ALSO IN THE TOP 5 SCHOOL DISTRICTS. 
          OR I SHOULD SAY IT'S THE TOP 4 IN DALLAS COUNTY. 
          SO WHAT MAKES THAT 86 SIGNIFICANT IS THAT IT MAKES THE PATHWAY TO AN A INCREASINGLY
TANGIBLE. 
          THE A IS INCREASINGLY WITHIN REACH, BUT THE PATH TO IT IS INSTRUCTIONAL AND NOT
MATHEMATICAL. 
          SO THE DISTRICT SCORE IS ENCOURAGING, BUT IT'S THE CAMPUS LEVEL MOVEMENT THAT GIVES US AN
EVEN BETTER PICTURE OF HOW BROADLY THAT IMPROVEMENT IS OCCURRING. 
          THIS IS ONE OF THE MOST IMPORTANT SLIDES IN THE PRESENTATION BECAUSE IT SHOWS WHAT
HAPPENS, WHAT'S HAPPENING ACROSS OUR CAMPUSES IN 2026,
45 CAMPUSES, OR 70% OF OUR GARLAND ISD CAMPUSES EARNED EITHER AN A OR A B RATING. OUR NUMBER OF A RATED CAMPUSES REMAINED AT 23. 
          OUR NUMBER OF B RATED CAMPUSES INCREASED FROM 16 TO 22. 
          OUR C RATED CAMPUSES DECREASED FROM 19 TO 16,
AND THE NUMBER OF D RATED CAMPUSES WAS CUT IN HALF FROM 6 TO 3. 
          AND I STILL WANT TO HIGHLIGHT WE HAVE NO F RATED CAMPUSES IN GARLAND ISD. 
          IN ADDITION, WE CONTINUE TO HAVE 4 OF OUR 7 HIGH SCHOOLS EARNING AN A RATING. 
          SO WHAT THE CHART SHOWS YOU IS REALLY THE NET SHIFT IN OUR DISTRICT WIDE DISTRIBUTION. 
          AND THAT DISTRIBUTION HAS CLEARLY MOVED UPWARD. 
          [00:05:05]
SO BEFORE WE MOVE INTO THE DOMAIN LEVEL RESULTS,
I WANT TO RECOGNIZE THE CAMPUSES THAT REACH THE STATE'S HIGHEST RATINGS. 
          15 OF OUR A RATED CAMPUSES ARE ELEMENTARY CAMPUSES. 
          HERE WHAT I WANT TO THE CAMPUS I WANT TO HIGHLIGHT TONIGHT IS HICKMAN ELEMENTARY. 
          OUR 1ST YEAR PRINCIPAL, MISS FINDLAY HELPED THE CAMPUS EARN THEIR FIRST A RATING IN THE
CAMPUSES HISTORY OF THIS SINCE 2019. 
          HERE WE HAVE OUR MIDDLE SCHOOLS AND OUR HIGH SCHOOLS. 
          SO 4 OF OUR MIDDLE SCHOOLS AND 4 OF OUR HIGH SCHOOLS ARE A-RATED. 
          THAT RANGE IS IMPORTANT. IT DEMONSTRATES THAT HIGH PERFORMANCE IS IS OCCURRING ACROSS
GRADE LEVELS AND ACROSS DIFFERENT INSTRUCTIONAL MODELS. 
          HERE I WANT TO ALSO HIGHLIGHT HUDSON MIDDLE SCHOOL AND WEBB MIDDLE SCHOOL FOR EARNING
THEIR 1ST A RATING IN THE CAMPUS'S HISTORY. 
          AND SPECIFICALLY, I WANT TO CALL OUT OR I WANT TO HIGHLIGHT WEBB MIDDLE SCHOOL WITH MISS
ELAM ALSO HAVING BEEN A 1ST YEAR PRINCIPAL. 
          SO THIS SLIDE ANSWERS ONE OF THE MOST IMPORTANT QUESTIONS ABOUT THESE. 
          THIS YEAR'S RESULTS. WHAT ACTUALLY DROVE GARLAND ISD'S IMPROVEMENT? THE ANSWER IS THAT THE GAIN WAS NOT ATTRIBUTABLE TO ONE ISOLATED MEASURE. 
          AS YOU'LL SEE, STUDENT ACHIEVEMENT INCREASED FROM 80 TO 82. 
          SCHOOL PROGRESS INCREASED FROM 83 TO 86, AND CLOSING THE GAPS REMAINED STRONG AT 85. 
          SO, AS MR. GLICK LIKES TO POINT OUT, OUR ACCOUNTABILITY SYSTEM DOES HAVE A METHODOLOGY
WHERE 70% OF OUR OVERALL SCORE COMES FROM EITHER STUDENT ACHIEVEMENT OR SCHOOL PROGRESS. 
          IN THIS CASE, SCHOOL PROGRESS WITH AN 86 WAS OUR BEST OF. 
          AND THEN WE ADD TO THAT THE 85 CLOSING THE GAPS THAT CARRIES 30% OF THE WEIGHT. 
          SO THE LARGER TAKEAWAY IS THE IMPROVEMENT. ACADEMIC ACHIEVEMENT,
IMPROVED GROWTH, IMPROVED RELATIVE PERFORMANCE IMPROVED, AND CLOSING THE GAPS REMAIN STRONG. THAT GIVES US GREATER CONFIDENCE IN THE DIRECTION OF
THE DISTRICT THAT WE WOULD HAVE THE IMPROVEMENT DEPENDING UPON HAD WE HAD JUST ONE ISOLATED INDICATOR IMPROVE. SO LET'S MOVE INTO THE STUDENT ACHIEVEMENT AND WHAT
CONTRIBUTED TO THE 2 POINT GAIN. 
          STUDENT ACHIEVEMENT DID INCREASE 2 POINTS FROM 80 TO 82 IN GARLAND ISD. 
          THIS DOMAIN REFLECTS 3 SIGNIFICANT OUTCOMES STAAR PERFORMANCE,
COLLEGE CAREER, MILITARY READINESS, AND GRADUATION. SO AS YOU'LL SEE, MORE THAN 73,500 TESTS WERE INCLUDED IN THESE
ACCOUNTABILITY RESULTS. 
          SO EVEN RELATIVELY SMALL PERCENTAGE POINT IMPROVEMENTS REFLECT MOVEMENT ACROSS A
SUBSTANTIAL NUMBER OF STUDENTS. 
          AND WHEN WE LOOK MORE CLOSELY AT STAAR, WE CONTINUE TO SEE THAT ENCOURAGING MOVEMENT. 
          ON THIS SLIDE, I DO WANT TO POINT OUT THAT I DO HAVE A SMALL TYPO IN THE SCIENCE
APPROACHES. 
          I HAVE 48% AND THAT SHOULD BE 78%. SO MY APOLOGIES THERE. 
          SO OVERALL, 75% OF TESTS REACH APPROACHES GRADE LEVEL OR ABOVE 52% REACH MEETS GRADE LEVEL
OR ABOVE, AND 23% REACHED MASTER'S GRADE LEVEL OR ABOVE OR MASTER'S GRADE LEVEL. 
          WE DELIBERATELY LOOK AT ALL THREE THRESHOLDS BECAUSE EACH TELLS US SOMETHING DIFFERENT. 
          APPROACHES TELLS US WHETHER STUDENTS ARE ACCESSING GRADE LEVEL EXPECTATIONS. 
          MEETS PROVIDE STRONGER EVIDENCE THAT STUDENTS ARE DEMONSTRATING THE KNOWLEDGE AND SKILLS
EXPECTED AT THAT GRADE LEVEL, AND MASTERS IDENTIFIES STUDENTS DEMONSTRATING THE HIGHEST LEVEL OF PERFORMANCE AT THE HIGH
SCHOOL LEVEL. 
          THE PICTURE IS CONSIDERABLY STRONGER, PARTICULARLY IN COLLEGE AND CAREER MILITARY
READINESS. 
          APPROXIMATELY 4100 ANNUAL GRADUATES OF THE CLASS OF 2025. 
          SO IF YOU'LL REMEMBER, THIS IS A LAGGING INDICATOR,
MEANING IT'S FOR THE CLASS OF 25 AND NOT THE CLASS OF 26. 
          ABOUT 95% OF THOSE GRADUATES EARNED A CCMR INDICATOR. 
          WHAT MAKES THIS RESULT PARTICULARLY ENCOURAGING IS THAT STUDENTS ARE NOT REACHING
READINESS THROUGH ONLY ONE PATHWAY. 
          MORE THAN 78% DEMONSTRATED TSI READINESS IN BOTH READING AND MATH. 
          MORE THAN HALF EARNED AN INDUSTRY BASED CERTIFICATE. 
          MORE THAN 1/3 EARNED DUAL CREDIT, DUAL COURSE CREDIT AND MORE THAN 11% EARNED AN
ASSOCIATE'S DEGREE. 
          SO THINK ABOUT THE THE SAVINGS FOR OUR FAMILIES. 
          THAT HAD STUDENTS THAT EARNED THOSE ASSOCIATE'S DEGREES,
THOSE PERCENTAGES OVERLAP. 
          A STUDENT COULD MEET MORE THAN ONE INDICATOR. 
          [00:10:01]
SO IT WON'T MAKE SENSE TO TRY TO ADD THAT UP TO 100%. 
          SO WHAT THIS DEMONSTRATES IS THAT WE HAVE A VARIETY OF PATHWAYS AVAILABLE TO OUR STUDENTS. 
          AND THAT'S EXACTLY WHAT WE WANT. COLLEGE AND CAREER READINESS SHOULD NOT REQUIRE EVERY
STUDENT TO FOLLOW AN IDENTICAL PATH. 
          IT'S OUR RESPONSIBILITY TO ENSURE THAT THEY LEAVE GARLAND ISD WITH A MEANINGFUL EVIDENCE,
AND THEY ARE PREPARED FOR WHAT COMES NEXT. 
          AND THOSE READINESS OUTCOMES ARE SUPPORTED BY EQUALLY STRONG GRADUATION RESULTS WHEN WE
MOVE INTO THE GRADUATION OUTCOMES. 
          GARLAND ISDS 4 YEAR GRADUATION RATE WAS 94.4%. 
          BUT IF YOU'LL NOTE, THE STATE ACTUALLY ALLOWS FOR US TO CONSIDER UP TO 6 YEARS FOR
GRADUATION RATE. 
          SO NOT EVERY STUDENT COMPLETES HIGH SCHOOL ON THE EXACT SAME TIMELINE. 
          IF A STUDENT NEEDS ADDITIONAL TIME, BUT ULTIMATELY LEAVES GARLAND ISD WITH A DIPLOMA AND A
VIABLE PATH FORWARD, THAT OUTCOME IS IMPORTANT. SO NOW LET'S TURN INTO THE DOMAINS THAT CONTRIBUTED MOST
STRONGLY TO OUR OVERALL ACCOUNTABILITY SCORE, WHICH IS SCHOOL PROGRESS. THE STATE EVALUATES SCHOOL PROGRESS IN TWO WAYS. 
          THE 1ST IS ACADEMIC GROWTH. WHETHER STUDENTS MADE SUFFICIENT PROGRESS FROM ONE YEAR TO THE
NEXT. 
          OUR ACADEMIC GROWTH SCORE INCREASED 4 POINTS FROM 74 TO 78. 
          OUR SECOND IS RELATIVE PERFORMANCE, WHICH CONSIDERS STUDENT ACHIEVEMENT IN THE CONTEXT OF
THE PERCENTAGE OF ECONOMICALLY DISADVANTAGED STUDENTS SERVED. 
          THAT SCORE INCREASED 3 POINTS FROM 83 TO 86. SO I DON'T WANT TO. 
          EVEN THOUGH THE RELATIVE PERFORMANCE WAS THE HIGHER OF THE INDICATORS,
I DON'T WANT THE ACADEMIC GROWTH RESULTS TO GET LOST IN THE CALCULATION. 
          A 4 POINT INCREASE WAS THE LARGEST MOVEMENT ACROSS ALL OF THESE MEASURES,
AND 33 CAMPUSES EARNED ACADEMIC GROWTH DISTINCTION. 
          IF WE CAN CONTINUE ACCELERATING INDIVIDUAL STUDENT GROWTH,
PARTICULARLY FOR STUDENTS WHO HAVE NOT YET REACHED THE GRADE LEVEL PERFORMANCE, THAT CREATES THAT POTENTIAL FOR IMPROVEMENT IN SCHOOL PROGRESS AND STUDENT ACHIEVEMENT
OVERALL. 
          SO THE OTHER PART OF THE ACCOUNTABILITY CALCULATION ASKS US A DIFFERENT QUESTION. 
          ARE THESE OUTCOMES REACHING THE DIFFERENT STUDENT GROUPS THAT WE SERVE? AND THAT BRINGS US TO CLOSING THE GAPS WHERE GARLAND ISD MAINTAINED A STRONG SCORE OF 85. 
          CLOSING THE GAPS IS FUNDAMENTALLY ABOUT WHETHER DISTRICT WIDE OUTCOMES ARE BEING
EXPERIENCED ACROSS THE DIFFERENT STUDENT GROUPS THAT WE SERVE. 
          THE STATE EXAMINES GROUPS INCLUDING RACE AND ETHNICITY,
ECONOMICALLY DISADVANTAGED, SPECIAL EDUCATION, ENGLISH LEARNERS AND HIGHLY MOBILE STUDENTS. AND THEN,
DEPENDING ON THE GRADE LEVEL, YOU'LL SEE THAT THERE IS A VARIATION WITH HIGH SCHOOL GRADUATION RATE INSTEAD OF ACADEMIC GROWTH AND COUNTING CCMR INSTEAD OF SCHOOL QUALITY. 
          WE ARE LOOKING AT THE SPECIFIC STUDENT GROUPS AND INDICATORS WHERE OUR GREATEST
OPPORTUNITY REMAIN, BECAUSE ULTIMATELY, DISTRICT WIDE SUCCESS CANNOT SIMPLY MEAN A STRONGER AVERAGE. 
          AND WHILE THE STATE HAS IDENTIFIED THIS AS THE CLOSING THE GAPS DOMAIN,
AS DOCTOR LOPEZ SAYS, WE'RE NOT GOING TO CLOSE THE GAPS. WE'RE GOING TO ELIMINATE THEM ALL TOGETHER. 
          SO A FINAL MEASURE OF LOOKING AT OUR ACCOUNTABILITY SYSTEM IS LOOKING AT DISTINCTION
DESIGNATIONS. 
          THEY TELL US SOMETHING DIFFERENT THAN THE OVERALL A THROUGH F RATING. 
          THEY RECOGNIZE CAMPUSES FOR PERFORMING COMPETITIVELY WHEN COMPARED WITH SIMILAR CAMPUSES
ACROSS THE STATE OF GARLAND ISD 62 ELIGIBLE CAMPUSES, 41 EARNED AT LEAST ONE DESIGNATION. THAT'S APPROXIMATELY 2/3 OF OUR ELIGIBLE CAMPUSES. 
          9 CAMPUSES EARNED ALL DESIGNATION OF ALL DESIGNATION,
ALL DISTINCTIONS AVAILABLE TO THEM, AND 33 CAMPUSES EARNED A POST-SECONDARY READINESS DISTINCTION. 
          SO DISTINCTIONS HELP US ANSWER AN IMPORTANT QUESTION HOW DO OUR CAMPUSES PERFORM WHEN
COMPARED WITH SCHOOLS SERVING SIMILAR POPULATIONS? AND FOR GARLAND ISD CAMPUSES, THE ANSWER IS THEY PERFORM VERY WELL,
AND THAT MATTERS BECAUSE IT MOVES THE CONVERSATION BEYOND WHETHER A CAMPUS SIMPLY CROSSED THE ACCOUNTABILITY THRESHOLD. IT GIVES US ANOTHER INDICATOR OF COMPETITIVENESS ACROSS THE
STATE, AND ANOTHER OPPORTUNITY FOR US TO IDENTIFY PRACTICES THAT ARE WORTH REPLICATING. 
          SO MOVING FORWARD, SO GARLAND ISD IS MOVING FORWARD THAT A RATING IS INCREASINGLY
ATTAINABLE AND. 
          BUT WE WILL NOT GET THERE SIMPLY BY CHASING THOSE 4 POINTS. 
          THE WORK IS ABOUT IMPROVING THE UNDERLYING CONDITIONS THAT IMPROVE,
THAT PRODUCE THOSE POINTS. 
          IT'S ABOUT STRONGER TIER 1 INSTRUCTION. IT'S ABOUT USING DATA EARLY ENOUGH TO CHANGE THE
OUTCOMES. 
          SO WE WANT TO RECOGNIZE OUR TEACHERS, OUR PRINCIPALS,
OUR CAMPUS TEAMS, DISTRICT STAFF, STUDENTS AND FAMILIES AND COMMUNITY FOR THE WORK BEHIND THESE RESULTS. BUT THIS YEAR'S RESULTS HAVE GIVEN US SOMETHING BEYOND A RATING. 
          [00:15:02]
THEY HAVE GIVEN US A CLEAR, INCREASINGLY CLEAR EVIDENCE OF WHERE WE ARE SUCCEEDING AND
WHERE OUR GREATEST OPPORTUNITIES REMAIN AND WHAT WE MUST DO NEXT. 
          THE PATHWAY TO AN A IS CLEAR, AND THAT WORK IS AHEAD OF US. 
          SO BEFORE TAKING ANY QUESTIONS, I DO WANT TO POINT OUT THAT ALL ACCOUNTABILITY RATINGS ARE
LOCATED ON THE TEXAS SCHOOL OR TXSCHOOLS.GOV, AS WELL AS ON OUR DISTRICT WEBSITE AS REQUIRED BY STATUTE. 
          SO ANY QUESTIONS THAT I MIGHT ANSWER? THANK YOU VERY MUCH,
MISS JOYNER. 
          COMMITTEE. DO WE HAVE ANY QUESTIONS? MR. SELDERS? THANK YOU FOR THAT PRESENTATION. AND I JUST WANT TO SAY HOW PROUD I AM OF ALL OF THE WORK
THAT'S GONE IN TO GET US TO THIS POINT. 
          AND THE IMPROVEMENT THAT WE'VE SEEN OVER THE COURSE OF THE YEAR OR OVER THE TIME THAT
WE'VE BEEN LOOKING AT THIS YOU STARTED YOUR PRESENTATION, YOU TALKED ABOUT LOOKING AT THIS, YOU KNOW, FROM THE STANDPOINT OF INSTRUCTIONAL VERSUS
MATHEMATICAL. 
          AND SO. LOOKING AT THE STUDENT ACHIEVEMENT SLIDE THAT YOU HAD WHERE YOU SHOWED US THE COMPONENTS THAT WENT INTO THAT DOMAIN SCORE. YES. 
          HOW MUCH OF THE OVERALL RATING IS CARRIED BY. 
          CCMR GRADUATION RATE OVER STAAR PERFORMANCE. AND WHAT DOES THAT TELL US ABOUT WHERE WE
ARE? INSTRUCTIONALLY. YOU KNOW, YOU TALKED ABOUT SOME OF THE OPPORTUNITIES THAT WE HAVE. 
          AND SO I'M JUST CURIOUS SORT OF HOW DOES THAT ALL WORK TOGETHER? THAT'S A GREAT QUESTION. SO ONE OF THE THINGS THAT THE STATE DID A FEW YEARS AGO IN
REVISING THE METHODOLOGY AS A DISTRICT LEVEL, WE USED TO BE SCORED JUST LIKE A HIGH SCHOOL. 
          SO OUR BEST OF, LET'S SAY STUDENT ACHIEVEMENT WAS PART STAARAND THEN PART CCMR AND PART GRADUATION. RIGHT. BUT AS THE STATE ANALYZED ALL DISTRICT LEVEL RESULTS,
THEY CAME TO THE REALIZATION THAT THERE WERE SOME A RATED DISTRICTS THAT HAD D AND F CAMPUSES. SO WHEN THAT METHODOLOGY CHANGED,
THEY DID SO, SO THAT THAT CCMR WOULDN'T WASTE SO HEAVILY ON AN OVERALL OUTCOME. 
          SO TO ANSWER YOUR QUESTION, IT IS STILL STAAR IS STILL PROPORTIONATELY HIGHER. 
          ESPECIALLY WHEN IT COMES TO CLOSING THE GAPS DOMAIN. 
          BUT WITH OUR, THE WEIGHTING OF OUR HIGH SCHOOLS,
I WOULD SAY CCMR AND GRADUATION COMBINED IS PROBABLY 20% OF OUR OVERALL DISTRICT SCORE. 
          IT'S NOT AS IMPACTFUL AS IT USED TO BE. OKAY. 
          AND SO WHERE ARE WE MORE VULNERABLE AND STRUCTURALLY THEN TO MAKING THE ADJUSTMENTS THAT
WE NEED TO MAKE IN ORDER TO BOOST, YOU KNOW, PERFORMANCE SO THAT WE AREN'T LEAVING ANY STUDENTS BEHIND IN TERMS OF WHERE THEY
NEED TO BE ACADEMICALLY AND BEING ABLE TO PERFORM AT SO WHERE I GIVE YOU THE ACCOUNTABILITY RESULTS AND THEN THE NEXT TEAM IS GOING TO BRING
WHERE WE ARE ON THE INSTRUCTION SIDE. 
          OKAY, SO GREAT QUESTION. THAT'S ALL I HAVE. OKAY. 
          THANK YOU, MR. GLICK. SO EARLIER THIS YEAR, DOCTOR LOPEZ TALKED ABOUT PUTTING EMPHASIS ON
WHAT I CALL CATEGORY A STUDENT ACHIEVEMENT. YES. ARE WE THERE? HOW DO WE GET A HIGHER NUMBER IF WE'RE GOING TO
END UP ACTUALLY USING THAT CATEGORY IN THE MATHEMATICS? GREAT QUESTION. SO ONE OF OUR GREATEST OPPORTUNITIES IN GARLAND ISD IS ENSURING THAT NOT
ONLY ARE WE ACCELERATING INSTRUCTION AND OUTCOMES FOR OUR LOWEST PERFORMING STUDENTS,
SPECIFICALLY THE ONES THAT HAVE STRUGGLED TO MEET GRADE LEVEL EXPECTATIONS OVER A SERIES OF TIME, BUT ALSO SPECIFICALLY LOOKING AT OUR HIGHER OUR HIGH ACHIEVING STUDENTS THAT
WE'VE SEEN REGRESSION. 
          SO I KNOW THAT THAT'S ONE OF THE LEVERS THAT WE'RE CONSIDERING IS ENSURING LIKE NO ONE CAN
FALL BEHIND. 
          AND THAT WILL ALSO HELP WITH THE STUDENT ACHIEVEMENT. 
          SO IT'S TACKLING, LIKE I TELL PEOPLE, THERE'S NO MORE BUBBLE KIDS. 
          WE USED TO WAY BACK IN THE DAY, LOOK AT THE LIST OF KIDS THAT ARE JUST ON THE VERGE OF
LEVELING UP TO THE NEXT LEVEL, RIGHT? AND I TELL PEOPLE ALL THE TIME, THERE'S NO MORE BUBBLE KIDS OR BUBBLES EVERYWHERE. 
          EVERY STUDENT, EVERY STUDENT GROUP CAN MOVE A LEVEL. 
          SO, SO THAT'S HOW WE'RE GOING TO GET THERE. AND TELL US WHEN YOU VISIT THE DIFFERENT
CAMPUSES, HOW YOU USE THE NUMBERS TO INFLUENCE THEIR TEACHING. 
          MY FAVORITE PART AND WE'RE ACTUALLY GETTING READY TO START OUR OUR CAMPUS TOURS,
IF YOU WILL. 
          [00:20:04]
AND IT REALLY BOILS DOWN TO SOMETHING SUPER SIMPLE AND THAT'S DOWN TO THE KID,
RIGHT? WE PULL UP STUDENT LISTINGS AND IDENTIFY DOWN TO EACH STUDENT. 
          WHICH STUDENTS DO WE HAVE THAT ARE REGRESSING? WHICH STUDENTS DO WE HAVE? THAT ARE RIGHT ON THE VERGE OF LEVELING UP. 
          SO THERE'S NO SECRET IN THE SAUCE. IT'S REALLY GETTING DOWN TO EACH INDIVIDUAL KID. 
          THANK YOU. YES, SIR. THANK YOU. THANK YOU. MR. MILLER? YEAH. JUST REAL QUICK ON PAGE 11. I THINK THE NEXT PAGE YOU TALK THE INDUSTRY
CERTIFICATIONS OF 51.6%. 
          DOES GISD HAVE A PARTICULAR INDUSTRY CERTIFICATION THAT IS MORE PREDOMINANT THAN THE OTHERS? IN OTHER WORDS, ARE A LOT OF OUR KIDS TEND TO GO TO ONE DISCIPLINE VERSUS ANOTHER. 
          I'M JUST KIND OF WONDERING HOW THAT SPLIT IS. 
          GREAT QUESTION. AND WE'LL GIVE MISS BLAKEY JUST A MOMENT. 
          I'M SORRY. I DIDN'T MEAN FOR HER TO HER WAY. YES. 
          FASTER ON THAT THAN SHE IS WALKING. GOOD EVENING. 
          BOARD OF TRUSTEES AND DOCTOR LOPEZ. YEAH, I'M ALMOST AS FAST AS I AM WHEN I'M WALKING. 
          SO THE QUESTION WAS ABOUT INDUSTRY BASED CERTIFICATIONS. 
          AND IF ONE IS MORE PREDOMINANT THAN ANOTHER. AND I WOULD ANSWER THAT BY SAYING IT'S REALLY
JUST ACCORDING TO WHICH PROGRAMS OF STUDY OUR STUDENTS ARE INVOLVED IN. 
          SO WE, I MEAN, IF YOU, IF YOU THINK ABOUT OUR AUTO TECH PROGRAM MOST OF THOSE STUDENTS GET CERTIFIED. SO I WILL SAY THAT OF THE STUDENTS WHO TEST AND I'M GOING TO THROW OUT A
PERCENTAGE THAT'S NOT, I DON'T HAVE DATA RIGHT IN FRONT OF ME, BUT IT'S ABOUT 82%,
84% OF OUR STUDENTS THAT TAKE IN IVC EARN THEIR IVC. 
          SO THAT'S A HIGH PERCENTAGE. SO OUR TEACHERS ARE DOING A GOOD JOB INSTRUCTING THEM TO GET
READY FOR THOSE IVC. 
          AS FAR AS OUR PROGRAMS OF STUDY, BUSINESS, MARKETING AND FINANCE IS A BIG ONE. 
          A LARGE PERCENTAGE OF OUR STUDENTS ARE ENROLLED IN A COURSE OR IN A PROGRAM OF STUDY FOR
BMF. 
          AND THEN HEALTH SCIENCE IS ANOTHER ONE OF OUR LARGEST. 
          AND WE ARE LOOKING TO GROW SOME OF OUR ONES LIKE CONSTRUCTION ARCHITECTURE,
SOME THAT WE KNOW THE UPCOMING LAND SURVEYING. 
          SOME OF THE ONES THAT WE KNOW WHEN THEY GRADUATE,
THEY CAN EARN A LIVABLE WAGE. 
          OKAY. SO I DON'T KNOW IF THAT ANSWERS YOUR QUESTION. WELL,
YEAH. HOW DO YOU DETERMINE YOU KNOW, WE PREPARE FOR THE KIDS EVERY YEAR AND YOU'RE GOING TO HAVE SO MANY TEACHERS OF,
YOU KNOW, ACCOUNTING OR FINANCE OR CARPENTRY OR PLUMBING. 
          I MEAN, HOW DO YOU DETERMINE HOW MANY KIDS CAN GO IN THOSE GROUPS OR THOSE DEPARTMENTS? AND, AND I JUST WANT TO MAKE SURE WE'RE SERVING THE NEEDS THAT THE KIDS ARE INTERESTED IN. 
          SURE. HOW DO YOU DETERMINE IF WE'RE SERVING THE NEEDS THAT THEY'RE INTERESTED IN? SO OUR STUDENTS WORK WITH THEIR COUNSELOR TO ENROLL IN A PROGRAM OF STUDY. 
          ONCE WE HAVE THOSE NUMBERS, WHICH STARTS EARLY. 
          LIKE WE'LL START THAT FOR THIS UPCOMING YEAR. 
          SOME SCHOOLS WILL START AS EARLY AS DECEMBER,
BUT JANUARY WILL START. 
          STUDENTS WILL BE DOING CHOICE OF SUBJECT. ALSO THEY'RE CHOOSING THAT 9TH GRADE YEAR TO
ENTER A PROGRAM OF STUDY. 
          AND WE'RE DOING OUR BEST TO MAKE SURE THAT'S THE RIGHT PLACE FOR THEM BECAUSE WE NEED THEM
TO BE A COMPLETER. 
          AND SO WE CAN PREDICT BASED ON THOSE PERSONAL GRADUATION PLANS,
WE CAN PREDICT WHAT PROGRAMS OF STUDY ARE GOING TO BE MORE HIGHLY ENROLLED THAN OTHERS. 
          AND THEN WE PLAN BASED ON THAT. AND THEN IF WE HAVE TO ADJUST,
I MEAN, THERE ARE TIMES THAT I'LL GO TO HR AND SAY, I NEED TO SWITCH AN ALLOCATION FROM BUSINESS MARKETING,
FINANCE TO HEALTH SCIENCE, BECAUSE WE HAVE MORE ENROLLED IN THAT PROGRAM STUDY THAN WE ANTICIPATED. BUT THAT'S RARE BECAUSE WE CAN PREDICT THAT QUITE A FEW YEARS OUT,
BECAUSE THEY DO FILL OUT THEIR PERSONAL GRADUATION PLANS, AND THEN WE JUST UPDATE THEM EVERY YEAR BASED ON THEIR NEEDS. 
          AND THEY'RE TEENAGERS. SO THEY DO CHANGE THEIR MIND. 
          BUT WE'RE ADVISING IN A WAY NOW THAT WE HOPE THEY UNDERSTAND WHAT THEY'RE SIGNING UP FOR. 
          AND THEN THAT SEVENTH GRADE CAREER EXPLORATION,
COLLEGE AND CAREER EXPLORATION CLASS HELPS THEM UNDERSTAND OUR PROGRAMS OF STUDY THAT WE OFFER IN GARLAND, AND THEY REALLY DO A DEEP DIVE INTO THAT SO THEY UNDERSTAND WHAT THE
CAREERS THAT ARE ATTACHED TO THOSE PROGRAMS OF STUDY LOOK LIKE. 
          WHAT THE OPPORTUNITIES ARE. SO WITHIN WE HAVE A LOT OF FLOOR SPACE AND EQUIPMENT AND
CAPITAL TIED UP IN LIKE OUR CULINARY. 
          I'M ASSUMING THAT PROGRAM IS STILL AS ROBUST AS WHEN WE STARTED. 
          IT IS. IN FACT, THAT'S ONE THAT'S, IT'S DEFINITELY FULL NOW LOOKING AT POST-SECONDARY
OPPORTUNITIES CULINARY IS NOT AT THE HIGHEST LEVEL FOR A LIVABLE WAGE AFTER GRADUATION,
BUT 
          [00:25:05]
YOU KNOW, HOW. YEAH. YOU KNOW, HOW EFFICIENT IS ALL THAT EFFORT? SO WE HAVE DONE IN THE LAST 2 YEARS. DONE A LOT OF RESEARCH,
WORKED WITH THE DATA FROM BUREAU OF LABOR STATISTICS, WORKED WITH A ORGANIZATION CALLED JUST SLIPPED MY MIND. 
          I JUST TALKED TO THEM TODAY. ANYWAY, I CAN'T THINK OF THE NAME OF IT. 
          JUST AN ORGANIZATION. AN ORGANIZATION THAT RIGHT. AND I JUST MET WITH THEM TODAY. AND SO WE'RE LOOKING AT THE DATA. 
          WE'RE LOOKING AT THE WHAT LIVABLE WAGE IS. AND THEN WE'RE LOOKING AT STUDENT INTEREST AS
WELL. 
          SO EVENTUALLY, WILL WE PHASE OUT SOME PROGRAMS THAT ARE NOT PRODUCING THE LIVABLE WAGE
THAT OTHERS ARE? YES. WE'LL HAVE TO BECAUSE WE'RE OPENING OUR NEW ONES AT THE GRCTC. 
          AND WE'RE PREPARING FOR THOSE STUDENTS AT THE CAMPUS LEVEL,
AT THE COMPREHENSIVE CAMPUS LEVEL FOR THEIR LEVEL ONE COURSE, AND THEY'LL MOVE ON TO THE GRCTC FOR THE LEVEL 2,
03, AND 4. 
          SO WE'LL HAVE TO, WE'LL HAVE TO PHASE OUT SOME TO IMPLEMENT THOSE OVER TIME. 
          ONCE WE GRADUATE THEM OUT OF THAT PROGRAM STUDY,
I'D BE INTERESTED IN THE ANALYSIS THAT WENT ALONG THAT LINE. 
          OKAY. AND THANK YOU. AND LAST QUESTION I HAD WAS WE TALKED AND I THINK JUST FOR VERONICA,
WE TALKED ABOUT OR I READ A FOOTNOTE ABOUT 4 OR 5 AND 6 YEAR GRADUATION RATES, ALL REMAINING ABOVE 94%,
WITH THE 6 YEAR RATE GETTING TO 96.3%. 
          AND THIS IS A DUMB QUESTION, BUT HOW DO YOU KNOW? HOW DO YOU TRACK THAT? HOW DO YOU KNOW
WHEN THEY GRADUATE? OR HOW DO YOU KNOW THAT YOU'RE CAPTURING ALL OF THEM? GREAT QUESTION. 
          SO WHEN A STUDENT ENTERS HIGH SCHOOL, THEY'RE ASSIGNED A COHORT. 
          AND SO THE STATE AND ONE OF THE REASONS WHY THIS IS ALSO A LAGGING INDICATOR IS BECAUSE
THERE'S A LOT OF RECONCILING THAT GOES ON. 
          SO EVEN STUDENTS THAT DIDN'T ENTER HIGH SCHOOL IN GARLAND ISD,
THE STATE IS ABLE TO MATCH THEM TO THEIR THEIR ORIGINATING COHORT. SO IT'S A LOT OF BACK END MATCHING. 
          SO THE DATA COMES BACK TO YOU FROM THE STATE. 
          YES, SIR. AND AS A MATTER OF FACT GRADUATION,
I TELL OUR HIGH SCHOOLS ALL THE TIME IT'S ONE OF THE HARDEST ONES FOR ME TO REPLICATE BECAUSE WE HAVE SO MANY STUDENTS THAT COME IN THAT DIDN'T START 9TH GRADE IN GARLAND ISD. 
          SO I CAN THIS IS THE ONE THAT I, IT PAINS ME TO SAY THAT I,
I DON'T EVER LIKE TO PUBLISH MY PROJECTED GRADUATION RATE BECAUSE IT'S, IT'S SO VOLATILE BECAUSE OF THEWAY THE KIDS GO IN AND OUT. 
          SURE. THANK YOU SO MUCH. OF COURSE. DO WE HAVE ANY OTHER QUESTIONS? WOW. WELL, THANK YOU VERY MUCH. I DID I DID HAVE ONE QUESTION. 
          SO WHEN WE TALK ABOUT THE PERSONAL GRADUATION PLANS,
WHAT'S OUR PERCENTAGE OF OUR HIGH SCHOOLERS THAT REALLY, TRULY HAVE A PERSONAL GRADUATION PLAN. THEY ALL DO,
RIGHT? YES. SO IN THE ABSENCE OF DOCTOR GILMORE, I'LL ANSWER THAT QUESTION. 
          SO WE HAVE ALL. I MEAN, I WANT TO SAY 100%, BUT RIGHT AT 100% OF OUR STUDENTS HAVE A
PERSONAL GRADUATION PLAN. 
          IT'S IT'S REQUIRED THAT WE ENTER THOSE, THAT WE HAVE THE PLANS AND THAT WE DOCUMENT THOSE
PLANS IN OUR SYSTEM. 
          JUST 9TH GRADERS OR IS THAT. THEY START THAT AT THE END. 
          THEY CREATE IT IN 8TH GRADE AND THEN UPDATE IT EVERY YEAR. 
          9TH, 10TH, 11TH WITH THEIR COUNSELOR. INTERESTING. 
          OKAY. OKAY. THANK YOU. ALL RIGHT. YOU'RE WELCOME. 
          SO I THINK THAT COVERS IT. OKAY. THANK YOU SO MUCH. 
          OF COURSE. AND THEN I WILL HAND OUT JUST IN YOUR FOLDER,
A COUPLE OF ADDENDUM DOCUMENTS THAT DIDN'T MAKE IT INTO YOUR PACKET SPECIFICALLY TO CALL OUT THE CAMPUS LISTINGS AND THE RATINGS. AND I KNOW THAT YOU GUYS HAVE ALREADY RECEIVED
THAT THROUGH BOARD INSIGHTS OR THROUGH DOCTOR LOPEZ IN SOME WAY, SHAPE OR FORM, BUT I JUST WANTED TO FORMALIZE IT AND PUT IT IN YOUR HANDS AS WELL. 
          AND WHILE SHE'S DOING THAT, WE'LL GO AHEAD AND GET ON DECK FOR NUMBER 2 DISTRICT SCORECARD
REVIEW. 
          AND IT LOOKS LIKE IT'S GOING TO BE MR. BERMAN FOR ARE YOU GUYS GOING TO TAG TEAM ALL 3 OF
YOU OR TAG? TAG AND TAG. YOU'LL HAVE 3 OF US THIS EVENING. 
          OKAY. YOU TAG AWAY. THANK YOU. ALL RIGHT, COMMITTEE CHAIR STANLEY,
MEMBERS OF THE BOARD AND DOCTOR LOPEZ. 
          GOOD EVENING. MY NAME IS COLEMAN BERMAN. I'M THE EXECUTIVE DIRECTOR OF SECONDARY
ACADEMICS. 
          TONIGHT, WE'LL REVIEW OUR GISD DISTRICT SCORECARD WITH AN UPDATE ON OUR BOARD GOALS AND
STUDENT MANAGEMENT MEASURES. 
          BEFORE WE GET INTO THE DATA, I WANT TO BEGIN WITH 1 INDICATOR THAT REFLECTS THE HARD WORK
OF OUR STUDENTS, 
          [00:30:03]
TEACHERS, LEADERS AND STAFF ACROSS THE DISTRICT. 
          AND IT'S ON OUR FRONT SLIDE. WE ARE THE 2026 HEB DISTRICT OF THE YEAR. 
          THAT RECOGNITION DOES NOT REPLACE OUR SCORECARD MEASURES,
BUT IT DOES SHOW THE WORK THAT'S HAPPENING ACROSS GARLAND ISD THAT'S BEING RECOGNIZED BEYOND OUR DISTRICT. TONIGHT, WE CELEBRATE THE PROGRESS AND ALSO NAME WHERE THE WORK
CONTINUES. 
          ALSO, AS A REMINDER, AS WE'RE TALKING ABOUT THE WORK AHEAD,
WE'LL BE BACK IN OCTOBER WITH OUR OFFICIAL DISTRICT IMPROVEMENT PLAN AND CAMPUS IMPROVEMENT PLAN FOR LOTS OF THE DETAILS, BUT I'LL GIVE A LITTLE CLUE IN AS WE'RE TALKING
TONIGHT. 
          SO 1ST, WE SHOULD CELEBRATE THE GROWTH, OUR OVERALL ACCOUNTABILITY RATING THAT MISS JOYNER
JUST REVIEWED MOVED FROM A 81 IN 2024 TO 86 IN 2026. 
          OUR DISTRICT GOALS ARE WHAT ORGANIZES THAT WORK. 
          SO THE 1ST 4 GOALS ARE OUR GOALS AROUND 3RD GRADE READING AND MATH AND 6TH GRADE READING
AND MATH. 
          GOAL NUMBER 5. WITH OUR UNMATCHED PATHWAYS FOR CCMR WITH OUR EMBEDDED TSI MET BY EXAM SUB
METRIC AND THEN UNMATCHED EXCELLENCE WITH ELIMINATING D AND F CAMPUSES BY INCREASING THE SUPPORT AND ACCOUNTABILITY. 
          THIS HERE IS OUR GOAL SUMMARY WHICH IS OUR ROADMAP. 
          AND IT REMINDS US WHERE WE STARTED IN 2024 WITH OUR DISTRICT GOALS AND THE TARGETS WE
ESTABLISHED FOR 2026. 
          I'M GOING TO GO AHEAD AND LET THE CAT OUT OF THE BAG. 
          WE MET OR EXCEEDED ALL OF OUR 2026 OVERALL TARGETS FOR EVERY SINGLE GOAL WE'RE REVIEWING
TONIGHT. 
          YES. AND WE'RE DISTRICT OF THE YEAR JUST TO PUT THAT IN THERE FOR EVERYBODY. 
          SO BUT MEETING AN INTERIM TARGET IS NOT THE FINISH LINE. 
          DOCTOR JOYNER KIND OF BROUGHT OR SORRY MISS JOYNER BROUGHT THAT UP REGARDING THE
INSTRUCTIONAL PATHWAY. 
          OUR WORK REALLY NEVER ENDS. BUT WE'RE PROUD OF THE PROGRESS AND WE'RE JUST RELENTLESS
ABOUT WHAT'S NEXT. 
          SO IN GOAL NUMBER 1, STARTING WITH 3RD GRADE READING,
WE EXCEEDED OUR 2026 GOAL BY REACHING 51% AT MEETS GRADE LEVEL. 
          LOOKING BENEATH THE OVERALL NUMBER, 4 OF THE 6 MEASURES ON THE SLIDE MET OR EXCEEDED THEIR
TARGETS. 
          THAT IS MEANINGFUL PROGRESS. THE REMAINING MEASURES SHOW WHERE WE NEED TO GATHER THE
CONSISTENCY. 
          WE EXCEEDED THE GOAL, BUT CONSISTENCY FOR ALL STUDENTS REMAINS OUR WORK MOVING FORWARD. 
          WE'VE INCORPORATED THE DESIGN FROM MODELS THAT YOU'VE SEEN BEFORE,
LIKE GOLD, INTO OUR CORE CURRICULUM THROUGH EXPLICIT RESOURCES AND EMBEDDED SCAFFOLDS. 
          THE OPPORTUNITY IS TO TAKE WHAT WORKED IN THE TARGETED SUPPORT AND MAKING IT MAKE IT
INCREASINGLY PART OF THE STUDENT'S DAILY EXPERIENCE. 
          3RD GRADE MATH IS THE ONE THAT MR. RUIZ IS PROBABLY GOING TO BRAG ON ME FOR,
BECAUSE THIS ONE HAS THE PATTERN THAT WE WANT TO REPLICATE ACROSS THE WHOLE SYSTEM. 
          WE REACHED 49% MEETS GRADE LEVEL, EXCEEDING THE OVERALL DISTRICT GOAL. 
          BUT MORE IMPORTANTLY, ALL 6 MEASURES ON THIS SLIDE MET OR EXCEEDED THE 2026 TARGETS. 
          THIS IS THE MODEL FOR OVERALL IMPROVEMENT, ACCOMPANIED BY SUCCESS FOR EVERY STUDENT GROUP. 
          AS WE LOOK AHEAD, WE WANT TO BUILD FROM THAT PATTERN. 
          WHEN CURRICULUM, INSTRUCTION AND EXPECTATIONS ARE ALIGNED,
WE CREATE STRONGER CONDITIONS FOR SUCCESS ACROSS ALL STUDENT GROUPS. 
          THIS IS WHY WE ARE SHARPENING OUR FOCUS ACROSS THE SYSTEM,
THROUGH OUR COMMON INSTRUCTIONAL DRIVERS, WHICH WE'VE TOLD YOU GUYS ABOUT BEFORE IN BOARD INSIGHT. 
          THE GOAL IS GREATER COHERENCE ACROSS THE SYSTEM SO THAT THE PATTERN OF SUCCESS BECOMES
INCREASINGLY CONSISTENT. 
          THEN ON TO THE TRANSITION GRADE. SO 6TH GRADE READING. 
          WE ALSO EXCEEDED OUR 2026 GOAL, REACHING THAT 53%. 
          AND SIMILAR TO GOAL ONE, WE SEE STRONG OVERALL PROGRESS ACROSS MULTIPLE STUDENT GROUPS AT
THE SAME TIME. 
          THE DISAGGREGATED RESULTS SHOW US WHERE THE SYSTEM NEEDS TO BECOME STRONGER. 
          WE EXCEEDED THE GOAL, BUT SUPPORTING STUDENTS IN THE MIDDLE SCHOOL TRANSITION TRANSITION
REMAINS THE WORK. 
          WE ARE BUILDING OUR SECONDARY CURRICULUM UPON THE ELEMENTARY FOUNDATIONS,
PRIORITIZING GRADE LEVEL INSTRUCTION PAIRED WITH TARGETED OPPORTUNITIES FOR RETEACH AND EXTENSION. THE TRANSITION FROM 5TH TO 6TH GRADE SHOULD BUILD ON LEARNING LEARNING,
NOT RESET IT. 
          6TH GRADE MATH TELLS A DIFFERENT BUT IMPORTANT PART OF THE STORY. 
          WE MET OUR 2026 GOAL AT 36%, UP TEN POINTS FROM OUR 2024 BASELINE. 
          ALL MEASURES IMPROVED FROM 2024, BUT WITH A 2030 TARGET OF 56%,
THE GAP IS CLEAR. 
          THIS IS A STORY OF GROWTH THAT NOW NEEDS TO ACCELERATE WHEN EVERY MEASURE IS NOT AT THE
LEVEL WE NEED. 
          OUR RESPONSE SIMPLY CANNOT BE MORE INSTRUCTION. 
          WE CURRENTLY ARE REDEFINING OUR PLC MODELS TO PROVIDE TEACHERS AND TEAMS WITH STRUCTURES
FOR PLANNING. 
          [00:35:05]
MORE IMPORTANTLY, EXAMINING STUDENT DATA AND WORK AND DETERMINING THE APPROPRIATE
INSTRUCTIONAL RESPONSE. 
          OUR RESPONSIBILITY IS TO USE EVIDENCE OF LEARNING TO MAKE THAT IMPROVEMENT FASTER AND MORE
CONSISTENT, LIKE MY FRIENDS OVER IN 3RD GRADE MATH. SO NOW ON TO GOAL 5,
WHICH YOU GUYS HAD A LOT OF QUESTIONS IN THE LAST PRESENTATION, BUT THIS IS ABOUT OUR UNMATCHED PATHWAYS IN CCMR AND OUR PATHWAY RESULTS. 
          GIVE US ANOTHER REASON TO CELEBRATE. OUR PRELIMINARY CCMR RATE IS AT 97%,
EXCEEDING OUR TARGET OF 96%. 
          AT THE SAME TIME, OUR TSI MET BY EXAM RATE REACHED 45%,
WHICH IS AN 11 POINT INCREASE FROM OUR 2024 BASELINE AND ABOVE OUR 2026 TARGET, WHICH WAS 43%. WE MUST MAINTAIN OUR CCMR GOAL WHILE ACHIEVING OURLONG
TERM 2030 TSI TARGET AT 60%, WHICH MEANS EVERY STUDENT WILL HAVE A CLEAR,
DEFINED PATHWAY TO COLLEGE CAREERS AND GRADUATION. 
          THE CONTINUED GOAL IS SIMPLE CREATE THE PATHWAY EARLIER,
KNOW WHERE EVERY STUDENT IS AND RESPOND WHEN A STUDENT NEEDS THAT ADDITIONAL SUPPORT. 
          THEN MOVING ON TO GOAL 6. ACROSS THESE 5 GOALS,
THE WORK AHEAD IS NOT ABOUT ADDING MORE. 
          IT'S ABOUT TAKING WHAT IS WORKING AND BUILDING BETTER COHERENCE ACROSS THE SYSTEM. 
          WE EXCEEDED EVERY BOARD GOAL PRESENTED HERE,
AND WITH THAT, WE'LL MOVE INTO GOAL 6 WITH UNMATCHED EXCELLENCE. 
          GOOD EVENING, CHAIRPERSON STANLEY. MEMBERS OF THE BOARD,
DOCTOR LOPEZ. 
          MY NAME IS MICHAEL ARRIOLA. I AM THE ASSISTANT SUPERINTENDENT FOR LEADERSHIP,
AND I'M HERE TO PRESENT WITH BOARD GOAL 6 OUR UNMATCHED EXCELLENCE. 
          SO ON THIS SLIDE, WE'D LIKE TO POINT OUT THAT IN 2024,
WE WERE STARTING WITH OVER A QUARTER OF OUR CAMPUSES AT EITHER A D OR AN F RATING. 
          AND WE ARE EXCITED TO ANNOUNCE AND SEE THAT OUR CAMPUSES TOOK LAST YEAR WITH ALL THE
DISTRACTIONS, ALL THE THINGS THAT WE WERE TALKING ABOUT HERE LAST YEAR AT THIS TIME,
WHEN WE SAID WE WERE GOING TO DO LESS WITH LESS, THEY TOOK THAT AS A CHALLENGE AND THEY DECIDED TO GO OUT THERE. 
          OUR STUDENTS, OUR TEACHERS, AND THEY EXCEEDED EXPECTATIONS. 
          AND WE ARE DOWN TO 3 D CAMPUSES. NOT ONLY THAT,
BUT WE HAVE INCREASED THE NUMBER OF A AND B CAMPUSES BY 5. 
          WE'VE LOWERED THE NUMBER OF C AND D CAMPUSES AND AGAIN BROUGHT THAT NUMBER DOWN TO 0 F'S. 
          MIDDLE SCHOOL IS ESPECIALLY AN AREA TO CELEBRATE BECAUSE OF THOSE C,
THOSE D CAMPUSES AND THOSE F CAMPUSES. 
          WE HAVE ELIMINATED THE 4, F CAMPUSES FROM 2024,
AND WE'RE CONTINUING TO PUSH OUR CAMPUSES UP TOWARDS THOSE A AND B AREAS. 
          I ALSO WANT TO HIGHLIGHT OUR ELEMENTARY SCHOOLS,
OUR ELEMENTARY EDDIE ELS, DOCTOR CURTIS, KIM MARSH, TOBEY SCHMIDT. THEY MOVED OUR ELEMENTARY SCHOOLS SIGNIFICANTLY,
ADDING THOSE 2 A. 
          CAMPUSES, MOVING THOSE CAMPUSES TO FROM THE CS TO B'S AND GETTING DOWN TO ONE D CAMPUS. 
          THIS SLIDE REFLECTS THE EFFORTS THAT HAVE BEEN MADE THROUGH CONSOLIDATION. 
          AS YOU SEE THE GRAPHS, WE STARTED OFF WITH EIGHT F'S AND 12 D'S. 
          WE'VE CONSOLIDATED CAMPUSES AND INCREASED PERFORMANCE AT ALL OF THOSE CAMPUSES. 
          HERE WERE OUR 2526 TARGETED CAMPUSES. AND SO AS WE CAN SEE,
ALL OF OUR ELEMENTARIES MOVED FROM A D RATING TO EITHER A, C OR A B RATING WITH SOME GREAT JUMPS AT PEARSON AND STEADHAM. 
          AS A REMINDER, STEADHAM WAS VICTIM TO THE 3 D RULE THAT LED TO THAT D LAST YEAR. 
          THIS YEAR THEY INCREASED THEIR PERFORMANCE AND WERE ABLE TO GET TO THE B RANGE THIS YEAR. 
          UNFORTUNATELY, BUSSEY FELL VICTIM TO THE 3 D RULE. 
          WITHOUT THAT THEY WOULD HAVE MADE IT TO THE C RATING. 
          BUT HERE WE ARE AND WE HAVE WORK TO DO. SO AS WE SEE OUR 26-27 RATINGS,
OUR TARGETED CAMPUSES INCLUDE ROWLETT ELEMENTARY, BUSSEY MIDDLE SCHOOL AND MIDDLE SCHOOL. 
          AND SO NOT ALL LETTER GRADE CHANGES ARE BUILT THE SAME. 
          SO HERE WE SEE ON THE LEFT SOME GREAT CELEBRATIONS,
CAMPUSES MOVING UP A GRADE LEVEL AT ELEMENTARY THAT WE'RE HIGHLIGHTING A FEW HERE. 
          BACK MADE A HUGE GAIN OF 5 POINTS MOVING INTO A B RATED CAMPUS AND THEN HIGHLIGHTING THE
THE GREAT WORK DONE AT PEARSON, STEADHAM AND STEVENS INCREASING DOUBLE DIGITS,
HIGHLIGHTED BY PEARSON'S 20 POINT GAIN ON THE RIGHT, WE SEE THAT ONE POINT CAN MAKE A SIGNIFICANT DIFFERENCE. 
          SO BRADFIELD FALLING ONE POINT, DROPPED THEM FROM AN A TO A B,
ARMSTRONG 2 POINTS TO A B AND THEN DOHERTY WITH A MORE SIGNIFICANT DROP 
          [00:40:03]
AS WELL AS ROWLETT. LOOKING AT HOW WE CAN INCREASE THEIR ACHIEVEMENT IN THAT DOMAIN 3
RATING AT THE SECONDARY LEVEL, WE SAW GREAT GAINS AT HUDSON, LYLES, SELDERS AND WEBB. 
          WEBB MAKING THE JUMP TO THE A RATING AS WELL AS HUDSON,
WITH LYLES JUMPING NINE POINTS ALL THE WAY UP TO AN 84 FROM A 75. 
          HERE WE SEE AGAIN A CAMPUS AT JACKSON TECHNOLOGY CENTER DROPPING ONE POINT. 
          UNFORTUNATELY DROPPING THEM TO A B AND THEN O'BANION FALLING FROM AN 80 TO A 76. 
          SO WITH THAT WORK, WE KNOW THAT THERE'S A LOT OF WORK TO BE DONE. 
          WE HAVE A LOT TO CELEBRATE, BUT OUR GOAL IS TO LEARN FROM THE CAMPUSES THAT DID NOT GET TO
THE RATING THAT WE WANTED THEM TO BE, AND TO MAKE SURE THAT WE TARGET OUR EFFORTS TO ENSURE THAT NEXT YEAR WE'RE HERE AS AN A
RATED DISTRICT WITH 0 D TO F RATED CAMPUSES. 
          ARE THERE ANY QUESTIONS? COMMITTEE. ANY QUESTIONS? MR. GLICK, THANK YOU. SO WHEN WE WERE TALKING ABOUT SETTING UP THESE 6 GOALS,
ONE OF THE ONES I THOUGHT WAS MOST IMPORTANT WAS GOAL 4,
WHICH WAS 6TH GRADE MATH. 
          SO. WHAT ARE WE WHAT DO YOU ANTICIPATE THAT MAJOR CHANGES WILL BE? WHEN WE TALKED ABOUT IT, WE FELT THERE WAS NO CONTINUITY WHEN WE LOOKED AT THE SCORES FOR
5TH GRADE MATH, WHICH WERE USUALLY VERY, VERY GOOD. THEN THIS INCREDIBLE DECLINE TO 6TH GRADE. 
          IT'S CLOSE, IT'S GETTING BETTER. BUT IF YOU LOOK AT OUR TARGET,
I'M WONDERING IF THAT'S EVEN REACHABLE IN 4 YEARS. 
          SO WHAT WHAT STEPS ARE WE TAKING? WHAT CHANGES FROM WHAT WE'VE SEEN LAST YEAR? WHAT DO WE DO? WHAT ARE WE EXPECTING TO DO THIS YEAR? YES, SIR. SO I DEFINITELY WANT TO CELEBRATE THE WORK A LITTLE BIT BECAUSE OF THAT 5 STEP
GAIN THAT WE'VE DONE FOR THE LAST 2 YEARS IS REALLY A HALLMARK OF WHAT WE'RE WORKING ON. 
          IF WE STEP BACK TWO YEARS, WE MADE A BOLD MOVE WITH OUR CURRICULUM DESIGN,
AND WE DID AN EXPLICIT APPROACH WITH A PARTNERSHIP. 
          WE DID A PRESENTATION WITH YOU GUYS FOR READINESS SET GO. 
          AND SO IT TAKES A VERY DELIBERATE APPROACH WHERE THE STUDENTS GET A VERY CLEAR MODEL. 
          THEY GET GUIDED PRACTICE, THEY GET A INDEPENDENT PRACTICE,
AND THEN SOME TYPE OF MASTERY THAT GETS TRACKED VERY CLOSELY. 
          AND SO NOW WE'RE IN THAT SECOND YEAR, WE'RE SEEING THAT DEVELOP THE CONSISTENCY ACROSS ALL
CAMPUSES. 
          AND WHAT WE'RE WORKING ON THIS YEAR IS TWOFOLD. 
          IT'S ACTUALLY TWO THAT I BROUGHT IN HERE. I'LL KIND OF SANDWICH 2 THINGS TOGETHER. 
          FIRST OFF, WHEN WE'RE LOOKING AT THAT FINAL MASTERY THING,
WE'VE GOT TO GET BETTER IN OUR LEARNING COMMUNITIES TO MAKE SURE THAT TEACHERS TAKE THE TIME TO ANALYZE THAT STUDENT WORK AND REALLY ADJUST THEIR INSTRUCTION TO MAKE SURE THAT
THEY DO THE RIGHT THING THE NEXT DAY, WHETHER IT'S IN THE WARM UP OR THE NEXT INSTRUCTIONAL MOVE,
WHATEVER THEY DECIDE. 
          AND THEN 2ND, ACROSS ALL SYSTEMS, THIS IS SOMETHING WE BORROWED FROM GOLD. 
          AND THE IMPLEMENTATION THERE IS THAT MAKING SURE THAT ALL CURRICULUM HAS A VERY CLEAR
RETEACH AVAILABLE AND LOCKED AND LOADED AND READY, AND ALSO AN EXTENSION THAT'S LOCKED AND LOADED TO ADDRESS OUR,
OUR NEEDS WITH MEETS AND MASTER STUDENTS SO THAT TEACHERS AREN'T SEEING A STUDENT FAIL AT IT AND THEN GO, OKAY, WELL, WHAT DO I DO? DO I JUST SAY THE SAME QUESTION AGAIN? NO. ABSOLUTELY NOT. WE'VE GOT SOMETHING READY FOR YOU TO ADDRESS THAT NEED WITH NEW
MATERIALS. 
          SO IT'S KIND OF A STAIR STEP FROM LET ME SHORTEN IT AND PARAPHRASE IT. 
          EXPLICIT INSTRUCTION, DIRECT TEACH WITH THAT MASTERY. 
          AND THEN THIS YEAR IS THE RETEACH AND THE EXTENSION THAT WE'RE LEARNING FROM OUR PEERS IN
ELEMENTARY. 
          I'M GOING TO PUT AN END TO THAT. MR. GLICK, ONE OF THE THINGS WE'RE A DISTRICT WITH 40%
SECOND LANGUAGE LEARNERS IN OUR, IN OUR DISTRICT, THAT'S A VERY HIGH NUMBER, RIGHT. 
          FOR AT EVERY, EVERY TEN WE HAVE TO REEVALUATE OUR PLAN. 
          AT ONE TIME THE LATE EXIT PROGRAM WAS REVOLUTIONARY,
RIGHT? AND IT REALLY DID A GREAT JOB OF PREPARING KIDS TO HAVE STRONG FOUNDATION,
ESPECIALLY IN THE ENGLISH LANGUAGE. 
          BUT NOW THE WAY THE TESTING IS DONE, IT'S PROVING TO BE A HINDRANCE AND WE HAVE TO
EVALUATE HOW THAT PROGRAM LOOKS. 
          WE MAY HAVE TO MOVE INTO A MORE AGGRESSIVE EARLY EXIT MODEL. 
          SO THEN THAT WAY THEY HAVE MORE FOUNDATIONAL SUPPORT GOING INTO THESE TESTS. 
          6TH GRADE IS THE FIRST YEAR THAT THEY REALLY GET HIT WITH A LOT OF CRITICAL THINKING
SKILLS AND WITH LIMITED LANGUAGE DEVELOPMENT IN ENGLISH, IT REALLY HURTS THEM. AND WE'RE SEEING THAT YOU COULD SEE IT IN THE READING SCORES AND YOU
COULD SEE IT IN THE MATH SCORES. 
          AND SO WHAT WE HAVE TO DO IS REALLY EVALUATE THAT BILINGUAL PROGRAM TO ENSURE THAT IT IS
ALIGNING WITH THE SUCCESS OF THESE EXPECTATIONS FROM THE BOARD. AND THAT'S, THAT'S ONE OF THE THINGS THAT I THINK COULD ALSO
HELP. 
          [00:45:07]
WE HAD ALSO TALKED ABOUT GREATER COLLABORATION WITH THE 5TH GRADE GENERAL ED TEACHERS AND
THE 6TH GRADE MATH TEACHERS. 
          IS THAT OCCURRING? AND HAS THAT BEEN SUCCESSFUL? YES, SIR. IT'S DUBBED OUR STUDENT SUCCESS TEAM. 
          AND SO TO GIVE YOU AN EXAMPLE, TRACY VICKERY,
OUR COORDINATOR FOR 5TH GRADE MATH AND OUR LIZ JOHNSON, OUR 2ND GRADE, NOT SECOND GRADE SECONDARY COORDINATOR,
THEY GRABBED UP A FEW SETS OF TEACHERS AND THEY GO WATCH 5TH GRADE INSTRUCTION AND GO WATCH 6TH GRADE INSTRUCTION AND MAKE SURE WE CAN TRACK THOSE CURRICULAR IMPACTS ACROSS THE
SYSTEM. 
          I'M NOT GOING TO BE ABLE TO NAME THE EXACT ONE. THEY BROUGHT IT TO ME THOUGH. THE EXAMPLE
WAS LIKE, WE TEACH IT THIS WAY IN 5TH, AND I CAN'T BELIEVE THEY'RE EXPECTED TO DO THIS IN 6TH. 
          THE MATCH. WHAT DOCTOR LOPEZ HAS SAID ABOUT THE EXTENDED RIGOR. 
          THERE'S THINGS WE'VE GOT TO PUSH DOWN THAT THE TEACHERS MAY OR MAY NOT CATCH THAT WE NEED
TO CATCH AS THE PROFESSIONALS. 
          THANK YOU, THANK YOU. MR. BEACH. YES, MR. FREEMAN. 
          I WANT TO KIND OF PIGGYBACK OFF OF WHAT MR. GLICK JUST SAID ABOUT ABOUT GIVING THE SUPPORT
TO THE 5TH GRADE TEACHERS AND THE JUMP THAT THOSE STUDENTS ARE MAKING FROM GOING IN A, A CONFINED CLASSROOM TO MOVING FROM CLASS TO CLASS,
WHICH I SAW A BIG DIFFERENCE THERE, STUDENTS DROPPING IN THE SIXTH GRADE IN ALL CURRICULUM AREAS BECAUSE OF THAT. 
          BUT I'M JUST CURIOUS OF HOW DO WE CONNECT THAT WITH THE 6TH GRADE? BECAUSE I KNOW THAT IN THE FIFTH GRADE, I DON'T KNOW WHAT THE TIME FACTOR IS THAT THEY ARE
USED OR IS USED IN THE CLASSROOM TO TEACH THE READING AND THE AND THE MATHEMATICS TO HELP THEM. AND WHAT KIND OF TEACH ARE WE GIVING THEM TO CATCH THEM UP TO
SPEED WITH WHAT'S GOING ON IN THE 6TH GRADE? BECAUSE THAT'S A BIG JUMP, YOU KNOW, AND I SEE THAT I SAW THAT HAPPENING MANY,
MANY TIMES. 
          SO I'M JUST CURIOUS IF YOU HAVE AN ANSWER FOR THAT. 
          I DO, AND YOU'RE GOING TO GIVE AWAY MY DISTRICT IMPROVEMENT PLAN PRESENTATION. 
          SO I GUESS I GOT TO BE A LITTLE RESERVED, BUT SO THERE'S 2 PLACES I CAN NAME SPECIFIC
EXAMPLES. 
          IF I TALK ABOUT 6TH GRADE, REALLY WHERE WE WANT TO MAKE SURE WE DON'T LOSE THE LITERACY
INSTRUCTION COMING OUT OF 5TH TO 6TH GRADE. 
          DOCTOR ARIOLA ARRIOLA AND I WE MADE A DECISION TOGETHER THAT WE WENT AHEAD AND BLOCKED ALL
OF THOSE COURSES TOGETHER. 
          SO THAT WAY WE MAINTAIN THE INSTRUCTIONAL MINUTES WITHIN THE SAME TEACHER AND SET A CLASS
PERIOD. 
          SO THAT WAY WE REMOVE THAT COMPONENT. SO IF IT'S LET'S SAY IT'S 100 MINUTES IN READING IN
5TH GRADE, WELL, WE'RE AT 90 WITH THE SAME TEACHER, WITH A RETEACH AND WITH AN EXTENSION. 
          AT MATH, IT GETS A LITTLE TRICKIER BECAUSE OF THE VARIABILITY OF THE SCHEDULES. 
          AND SO IF YOU TALK ABOUT OUR CAMPUSES, I BELIEVE WE HAVE 5 THAT ARE BLOCKED. 
          BUT LET'S TALK SPECIFICALLY ABOUT BUSSEY AND TRADING. 
          SINCE THEY'RE LISTED ON THE SCREEN, THEY ALSO HAVE BLOCKED THEY'RE READING AND THEY'RE
SORRY, THEIR MATH JUST LIKE THEY'RE READING. AND SO THAT WAY WE HAVE THE TIME AFFORDED TO RESPOND
IN THE MOMENT TO WHEN THEY'RE NOT MASTERING THE CURRICULUM. 
          AND SO AGAIN, THAT TRANSITION FEELS VERY MUCH THE SAME LIKE WE DO WITH THE TIME IN
ELEMENTARY. 
          WELL, I KNOW THAT WITH 47 ELEMENTARY CAMPUSES,
THAT MAKES IT EXTREMELY TOUGH WHEN YOU'RE TALKING ABOUT THAT MANY 5TH GRADE TEACHERS. 
          AND I'M SURE THAT SOME OF THEM ARE NOT EXPERTISE IN TEACHING MATHEMATICS. 
          SO I'M JUST WONDERING HOW WE ARE INTERVENING WITH THOSE INDIVIDUALS TO TRY TO HELP THEM
BRING UP TO SPEED, BECAUSE THAT'S GOT TO BE EXTREMELY TOUGH. I THINK WE AS A BOARD,
WE MIGHT NEED TO LOOK AT ANOTHER GOAL THERE AS FAR AS ON THE 5TH GRADE LEVEL OR SOMETHING TO HELP THAT, YOU KNOW, THAT PERCENTAGE JUMP BECAUSE I,
YOU KNOW, WHEN YOU'RE JUMPING FROM 47 CAMPUSES TO 12 AND THEY'RE GETTING, THEY'RE GETTING A FULL HOUR AND A HALF,
PROBABLY IN THE MIDDLE SCHOOL LEVEL COMPARED TO PROBABLY NOT GETTING THAT AT THE ELEMENTARY LEVEL. YES, SIR. AND I MAY INVITE MY,
MY PEER UP TO TALK A LITTLE BIT ABOUT 51TH GRADE GOLD, BECAUSE THERE'S TEN CAMPUSES RECEIVING A DELIBERATE MODEL THAT THAT'S HELPING WITH THAT
TRANSITION. 
          BUT MR. RUIZ, HEY, GOOD EVENING, PRESIDENT STANLEY,
BOARD OF TRUSTEES. 
          SUPERINTENDENT DOCTOR LOPEZ, TO ANSWER YOUR QUESTION,
THERE ARE MULTIPLE CONSIDERATIONS THAT ARE TAKEN INTO ACCOUNT. 
          THAT TRANSITION IS IS TRICKY. NATIONWIDE IS NOT A GARLAND ISD ISSUE. 
          IT'S AN ISSUE ACROSS THE NATION. SOME OF THE MEASURES THAT HAVE ALREADY BEEN TAKEN PLACE
IS YOU'LL SEE AN INCREASE IN BOTH DEPARTMENTALIZED, WHICH MEANS PARTNER TEACHERS OR THREE WAY SPLIT TEACHERS IN 5TH GRADE WHERE WHERE STUDENTS
ARE GOING FROM THEIR READING TEACHER READING SOCIAL STUDIES TO THEIR MATH TEACHER TO THEIR SCIENCE TEACHER, AND THEY'RE MOVING AROUND SO THAT THEY GET THE EXPERIENCE,
KIND OF LIKE A SOFT LAUNCH INTO THAT 7 PERIOD DAY THAT THEY'RE GOING TO EXPERIENCE AT THE MIDDLE SCHOOL LEVEL. THE OTHER THING THAT WE'RE ENCOUNTERING IS BY CREATING PARALLELS
BETWEEN THE ELEMENTARY SYSTEMS AND STRUCTURES THAT WE'RE BUILDING IN, 
          [00:50:08]
WHERE THE STUDENTS AT THE GOLD CAMPUSES HAVE 50 MINUTES OF INSTRUCTION TAKEN ASSESSMENT,
SOME TRANSITION INTO A TEAM CENTER, SOME STAY FOR A RETEACH. THAT MOVEMENT ALSO CREATES SOME FAMILIARITY FOR THE STUDENTS. 
          AND THEY'RE GOING TO SEE SOME OF THAT ALSO AT THE MIDDLE SCHOOL LEVEL AS WE CONTINUE TO
ELEVATE THAT. 
          SO DEFINITELY CONSIDERATIONS THAT ARE BEING TAKEN INTO ACCOUNT TO MAKE SURE THAT WE'RE
MINIMIZING KIND OF THE THE TRAUMA OF THAT TRANSITION INTO A NEW, BIGGER BUILDING. MR. SELDERS. 
          YES, THANK YOU FOR THAT PRESENTATION. LOTS TO CELEBRATE. 
          I THINK, YOU KNOW, AS I WAS GOING THROUGH THE DATA AND LOOKING AT EVERYTHING THERE WERE A
LOT OF PLEASANT SURPRISES IN TERMS OF IMPROVEMENTS THAT HAPPEN AT CERTAIN CAMPUSES. BUT THEN THERE ARE ALSO SOME SURPRISING CHANGES THAT HAPPEN AT
CAMPUSES THAT HAD HISTORICALLY DONE VERY WELL. 
          SO I'M JUST CURIOUS WITH RISK FACTORS AND TIER 1 INSTRUCTION AND DATA TO MAKE ADJUSTMENTS, YOU KNOW, TO WHATEVER PRACTICES ARE HAPPENING ON CAMPUSES. 
          WHAT SURPRISED YOU THE MOST ABOUT THE ROBUSTNESS OF CERTAIN SYSTEMS THAT YOU HAVE ON SOME
CAMPUSES THAT WOULD ALLOW YOU TO MAKE THESE SIGNIFICANT LEAPS. 
          AND THEN WHAT FRAILTIES EXISTED ON OTHER CAMPUSES WHERE THEY TOOK A STEP BACK OR DECLINED? AND THEN WHAT CHANGES DO WE MAKE TO ADDRESS THAT? THAT'S AN EXCELLENT QUESTION. THANK YOU. LOOKING AT SOME OF OUR CAMPUSES,
WITHOUT GETTING INTO THE SPECIFICS AT EACH ONE, I CAN TELL YOU THAT LOOKING AT OUR CAMPUSES HERE,
THAT MADE SIGNIFICANT GROWTH, ESPECIALLY AT THE SECONDARY. 
          IT WAS ABOUT DOING THE FUNDAMENTALS BETTER THAN EVERYBODY ELSE IS REALLY MAKING SURE THAT
TEACHERS ARE PLANNING THAT WE'RE FOCUSING ON READING AND AND IN MATH. SO AT LYLES, DOUBLE BLOCKING, READING AND MATH FOR EVERY STUDENT. 
          WE'VE LEARNED FROM THAT. WE'RE TRANSITIONING THAT OVER TO BUSSEY AND SHRADY. AT THE
ELEMENTARY, WE SAW SYSTEMS THAT GOLD IS AN EXCELLENT EXAMPLE WHERE TEACHERS HAVE A STREAMLINED
CURRICULUM WHERE THE SCAFFOLDS ARE BUILT IN. SO I KNOW IF A STUDENT DOESN'T DO WELL,
I DON'T HAVE TO CREATE ANOTHER ACTIVITY. 
          IT'S RIGHT THERE. IF THE STUDENTS DO REALLY WELL,
I DON'T HAVE TO CREATE THIS EXTENSION ACTIVITY TO CHALLENGE THEM. 
          I HAVE IT RIGHT THERE AND I HAVE A SETTING FOR THEM TO GO INTO. 
          SO NOW WITH OUR 6TH GRADE CURRICULUM, WE HAVE THE SAME THING. 
          SO ALL OF OUR TEACHERS ARE GETTING THE CURRICULUM STREAMLINED WITH THE CONNECTION TO HOW
THEY LEARNED IT IN 5TH GRADE, THANKS TO THAT STUDENT SUCCESS TEAM. AND NOW EVERY 6TH GRADE TEACHER FOR ENGLISH AND FOR
MATH HAS BOTH AN ACTIVITY FOR STUDENTS WHO ARE STILL IN THAT LEARNER STAGE. 
          THEY DIDN'T GET IT FROM THE FIRST TIME. AND THEN OUR STUDENTS WHO ARE READY TO ACCELERATE
AS WELL. 
          I KNOW YOU DON'T HAVE A CRYSTAL BALL. I'M JUST CURIOUS,
DO YOU EXPECT THAT THAT WILL HELP STABILIZE THE PERFORMANCE OVER TIME AND HELP THE TRAJECTORY TO MOVE IN THE DIRECTION THAT WE HOPE OR WANT IT TO MOVE? OR ARE WE STILL TRYING TO TINKER WITH THINGS AND FIGURE OUT WHAT MAKES SENSE AT THESE
CERTAIN CAMPUSES THAT WE HAVE SOME OF THIS VOLATILITY? IT ABSOLUTELY WILL HELP. AND I THINK THAT WHAT WE HAVE LEARNED,
LIKE WE TALKED ABOUT A QUOTE THAT I JUST HEARD, WAS THAT THE BEST INDICATOR OF SUCCESS IS WELL MANAGED FAILURE. 
          AND SO WHEN WE LOOK BACK AT SOME OF OUR CAMPUSES THAT HAVE BEEN ON THE ROLLER COASTER,
WE LOOK AT SOME OF OUR CAMPUSES THAT HAD SIGNIFICANT DROPS. 
          IT'S REALLY LOOKING AT WHAT WERE THE FACTORS THAT WE MAY HAVE MISSED. 
          AND SO WITH MISS MARSH AND DOCTOR PERALES STARTED THE PRIORITIZATION. 
          LOOKING AT THE RISK LOAD FACTORS. NOW WE CAN HIGHLIGHT THOSE AREAS THAT WE SAW A
SIGNIFICANT CHANGE IN. 
          AN EXAMPLE MAY BE A CAMPUS WHO NOW HAD A SUDDEN INCREASE OF 5%,
SPECIAL EDUCATION STUDENTS OR AN INCREASE IN OUR IB STUDENTS THAT PREVIOUSLY, UNLESS THE PRINCIPAL WAS JUST REALLY ON IT. 
          WE WOULD HAVE MISSED, BUT NOW, DUE TO THE SYSTEMS THAT WE HAVE IN PLACE WITH OUR RISK
LOAD, IT'S GOING TO HAVE A BRIGHT ARROW RIGHT THERE NEXT TO IT. 
          AND SO THAT'S GOING TO TRIGGER THE SUPPORT FROM ALL OF OUR DEPARTMENTS. 
          AND, AND UNDERSTANDING THAT EVEN IF THAT CAMPUS WAS PREVIOUSLY AN A OR A B,
WE'RE WORKING WITH AN ENTIRELY DIFFERENT POPULATION NOW. 
          OR JUST LIKE EVEN WITH OUR NEW TEACHERS. SO A CAMPUS THAT MAY HAVE BEEN AN A BUT NOW HAS A
LARGER NUMBER OF NON-CERTIFIED TEACHERS, BUT WE HAVE TO DEVELOP A PLAN TO SUPPORT THOSE NON-CERTIFIED TEACHERS. 
          THAT'S BEYOND JUST COACHING. AND SO DOCTOR PERALES AND ACADEMICS AND OUR TEAM NOW WE'RE
LOOKING AT HOW CAN WE HELP THEM PLAN. 
          HOW CAN WE VIDEO SOME OF OUR BEST TEACHERS AT OUR OTHER SCHOOLS,
GET THAT TO THEM FOR THE LESSON THAT THEY'RE GOING TO TEACH THE NEXT DAY, 
          [00:55:05]
AND THEN MAKE SURE THAT WE'RE THERE TO SUPPORT THEM AS THEY IMPLEMENT IT. HOW HOW NIMBLE
ARE WE ABLE TO MAKE THOSE ADJUSTMENTS? I MEAN, YOU TALKED EARLIER ABOUT,
YOU KNOW, COMING BACK TO THE FUNDAMENTALS. 
          YOU KNOW, I THINK ABOUT BLOCKING AND TACKLING,
RIGHT. IF EVERYBODY COULD DO THAT VERY, VERY WELL, YOU KNOW, THAT WILL PROBABLY ALLEVIATE A LOT OF SOME OF THE CHALLENGES THAT WE SEE. 
          BUT WHEN YOU RECOGNIZE THAT THERE'S A SITUATION WHERE IT MIGHT NOT BE EXACTLY WHERE WE
WOULD LIKE FOR IT TO BE, REGARDLESS OF WHAT THE CAMPUS IS. AND, YOU KNOW,
AS THINGS SHIFT, HOW NIMBLE IS OUR SYSTEM TO ALLOW US TO ADJUST SO THAT BY THE END OF THE YEAR, WE'VE KIND OF GOT BACK AND RIGHT SIZED AND COURSE CORRECTED SO THAT WE CAN BE WHERE
WE WOULD LIKE TO BE OR ANTICIPATED. 
          WE HONESTLY, WE HAVE LESS PEOPLE AT CENTRAL OFFICE,
WHICH IS NOT A IT'S NOT A BAD THING. 
          IT'S NOT A GOOD THING, BUT IT IS A THING. IT'S JUST WHAT IT IS. AND SO WE HAVE LESS PEOPLE
THAT ARE ABLE TO GO OUT AND SUPPORT A LARGE NUMBER OF CAMPUSES. 
          SO WE HAVE TO GET BETTER AT TARGETING THE SUPPORT,
OR WE HAVE TO GET BETTER AT CREATING SYSTEMS THAT WILL BE. 
          WE CAN ADD IN MORE CAMPUSES WITHOUT ADDING THE MANPOWER THAT WE NEED. 
          SO WITH OUR CURRICULUM, I THINK THAT IT'S AT A POSITION. 
          I DID WALKS THIS MORNING AT BUSSEY, AND WE WERE ABLE TO SEE JUST THE POWER AND THE
DIFFERENCE FROM THE CURRICULUM FROM LAST YEAR TO THIS YEAR. 
          IT'S CREATED AN OPPORTUNITY FOR OUR INSTRUCTIONAL COACHES TO BE ABLE TO DO BETTER
COACHING. 
          IT'S CREATED AN OPPORTUNITY FOR OUR ASSISTANT PRINCIPALS TO BE IN CLASSROOMS AND LOOK AT
THE CURRICULUM AND BE ABLE TO SAY IF YOU HAD FOLLOWED THIS STEP, YOU WOULD NOT HAVE HAD THAT ISSUE WHICH IS A GREAT THING TO HAVE. 
          I THINK WE HAVE MUCH BETTER TOOLS, EVEN THOUGH WE HAVE LESS PEOPLE. 
          OUR SYSTEM IS STRONGER THAN IT'S EVER BEEN. AND I KNOW THAT PRINCIPALS ARE PLAY A HUGE
ROLE IN MAKING THIS KIND OF GO OFF REALLY, REALLY WELL. WE JUST HAD A SITUATION WHERE WE HAD A HUGE NUMBER OF CHANGES IN PRINCIPALS. 
          I DON'T KNOW ALL OF THEIR BACKGROUNDS, BUT I'M JUST CURIOUS TO KNOW THAT WITH THE CHANGES
THAT WE MADE, PARTICULARLY AROUND, YOU KNOW, ELEMENTARY AND MIDDLE SCHOOL,
DO WE HAVE A SUPPORT MECHANISM IN PLACE FOR THOSE PRINCIPALS NOW THAT WILL KIND OF HELP GIVE THEM THE SUPPORT AND GUIDANCE NOW EARLY IN THE SCHOOL YEAR VERSUS
HAVING TO WAIT UNTIL, YOU KNOW, TOWARDS THE END OF THIS SEMESTER OR MAYBE THE FIRST PART OF NEXT SCHOOL YEAR. 
          YES. AND THIS IS WHERE I GET TO BRAG ON MY LEADERSHIP DEVELOPMENT TEAM. 
          DOCTOR WOLF, KILL DOCTOR WILSON, MISS GOFF, OUR FIRST YEAR PRINCIPAL ACADEMY. 
          THIS GROUP OF PRINCIPALS HAS BEEN THROUGH ALMOST ALL OF OUR LEADERSHIP PROGRAMS AND ALMOST
ALL OF THEM TOGETHER. 
          AND SO IT IS AN INCREDIBLY TIGHT GROUP WHICH HAS ITS BENEFITS BECAUSE THAT CREATES A
SUPPORT NETWORK. 
          BUT EVERY SINGLE ONE OF THEM WAS BROUGHT IN INTERNALLY. 
          AND SO THEY ALL HAVE AN OUTSTANDING PRINCIPAL THAT THEY CAN REACH OUT TO WHO'S A MENTOR. 
          THEY'VE ALL BEEN ASSIGNED A MENTOR AS WELL. SO THEY ARE BEING FLOODED WITH SUPPORT,
WITH MENTORSHIP, BUT THEN ALSO WITH A MUCH BETTER CURRICULUM. AND THEN ALSO WHEN WE DO TARGET OUR SUPPORT,
WE ARE TARGETING THOSE 1ST YEAR PRINCIPALS THAT WE KNOW ARE SOME OF OUR MORE DELICATE CAMPUSES. YOU DIDN'T SAY THIS,
BUT WHAT I'M HEARING IS THAT WE'RE GOING TO BLOW THE 27 TARGETS OUT OF THE WATER. 
          YES. THAT'S THE GOAL. IT WON'T. IT WILL NOT BE FOR LACK OF EFFORT. 
          THANK YOU. THAT'S ALL MY QUESTIONS. THANK YOU,
MR. GLICK. YEAH. THANK YOU. SO WE HAVE A LOT TO CELEBRATE,
AND I THINK WE CERTAINLY SHOULD BE CELEBRATING ALL THE SUCCESSES YOU POINTED OUT. 
          ABSOLUTELY. SO WITH THE CHANGES THAT YOU'RE MAKING WITH THE CAMPUSES THAT HAVE GONE DOWN A
GRADE, LET'S SAY, AND YOU'VE YOU'VE MENTIONED SEVERAL OF THEM,
HOW DO YOU MEASURE THEM? IS IT CBA'S? IS IT I-READY? DO WE HAVE TO WAIT UNTIL NEXT JULY? TO FIND OUT IF THEY'RE SUCCESSFUL. IS THERE SOME PATH ALONG THE WAY WHERE YOU'LL COME BACK
TO US AND SAY, WELL, WE THOUGHT THAT MIGHT WORK, BUT IT DOESN'T. OR WE KNOW THIS IS WORKING AND WE EXPECT
IT WILL. 
          IS THAT INCLUDING MISS JOYNER AND HER TESTING? JUST HOW DOES THE FORMULA WORK? SO YOU'LL SEE SOME VERY FAMILIAR ITEMS. THE CBA IS 2 OR 3 TIMES A YEAR. WE STILL DO STAAR INTERIM AS WE'RE PREPARING FOR SST,
AS WE'RE FORECASTING FOR SCHOOL YEAR 28. 
          BUT THIS YEAR WE'VE TAKEN A VERY CONCRETE APPROACH WITH OUR CHECKPOINTS,
OUR CURRICULUM CHECKPOINTS THAT WE'VE DESIGNED EVERY THREE WEEKS. 
          AND SO WE'RE MAKING SURE THAT WHAT WE TEST HAS BEEN ON THAT MASTERY CHECK THAT I MENTIONED
EARLIER, LIKE IN 6TH GRADE, THAT IT WAS EXPLICITLY TAUGHT DURING THE THREE WEEKS BEFOREHAND. 
          AND SO WE'RE USING THAT DATA TO START TO START TO TRIANGULATE,
LIKE, WHERE IS A KID EVERY SINGLE TIME? 
          [01:00:01]
AND THEN WITH OUR WE HAVE ACADEMIC SYSTEMS COORDINATOR THAT HAS DEVELOPED GOAL SHEETS FOR
GRADES THREE THROUGH 8. 
          AND ON THOSE GOAL SHEETS, THEY'LL BE UPLOADED FOR THE TEACHER BY ROSTER AND THEY WILL SEE
THEIR CHECKPOINT ACROSS. 
          LET ME GO YOUR WAY. CHECKPOINT ACROSS THE BOARD. 
          CBA AND IT'S GOING TO AUTOMATICALLY TELL THEM IF THEY'RE ON TRACK OR OFF TRACK TO TALK
ABOUT THOSE HOPPERS AND DROPPERS THAT VERONICA JUST DEPARTED US AND TALKED ABOUT. 
          SO WE'RE BUILDING SYSTEMS THAT MATCH HER ACCOUNTABILITY TALK,
BUT MORE TO LASER FOCUS LEVEL AT THE TEACHER LEVEL, AND TO GO TO WHAT MR. SELDERS WAS TALKING ABOUT,
ABOUT BEING NIMBLE. 
          IT'S THOSE MOMENTS THAT PROVIDE BEING NIMBLE. 
          WE BUILD THE SYSTEM, WE BUILD THE COMMON LANGUAGE,
WE BUILD OUR INSTRUCTIONAL DRIVERS. 
          BUT IT'S IN THOSE PLC MOMENTS WHERE WE TRIANGULATE THE DATA THAT WE'RE LOOKING FOR,
THAT WE CAN SEE IF WE CAN LOCK THEM UP AND TACKLE EACH AND EVERY TIME, EVERY WEEK. THANK YOU. THANK YOU. MR. BEACH,
1 MORE. 
          JUST A COMMENT. YES, SIR. FOR FOR EVERYBODY OUT THERE. 
          5TH GRADERS GOING INTO SIXTH GRADE. THE THE MATURITY LEVEL IS NOT REAL. 
          REAL GOOD. YOU KNOW, I MEAN, THE HORMONES ARE KICKING IN. 
          THEY'RE OFF THE CHART. I HAVE A 6TH GRADER MYSELF. 
          YOU THINK ABOUT THAT AS THESE KIDS PROGRESS. YOU KNOW,
AND WE LOOK AT 4 HIGH SCHOOLS THAT ARE A'S 2 THAT WE'RE ALMOST THERE ALSO. 
          SO SOMETHING IS HAPPENING, RIGHT, THAT WE'RE DOING BACK IN THIS GRADE LEVEL,
EVEN THOUGH THAT WE MAY NOT SEE IT IN THE WAY WE WANT IT ON THOSE ELEMENTARY AND SIXTH GRADE LEVELS, BUT WE'RE GETTING SOMETHING RIGHT BECAUSE OF THE GRADUATION RATES AND THE
THINGS THAT ARE GOING ON THERE. SO I APPLAUD WHAT WE'RE DOING. 
          IT'S JUST THAT WE LOOK AT THOSE NUMBERS AND WE'RE SITTING THERE GOING,
HOW DO WE IMPROVE THAT? HOW DO WE IMPROVE THAT? AND I KNOW THAT WE'RE DATA DRIVEN. SO I APPRECIATE YOUR EFFORTS AND I APPRECIATE EVERYTHING YOU GUYS ARE DOING BECAUSE I THINK
WE'RE GOING TO GET THERE. AND I THINK OUR EVERYBODY THAT I'VE SEEN SO FAR IN OUR IN OUR CAMPUSES ARE ON BOARD. WE'RE PUTTING THINGS IN PLACE FOR THE CAMPUSES THAT NEEDED THE
HELP. 
          AND I'M, I'M FEEL REAL POSITIVE THAT WE'RE GOING TO SEE EVEN MORE IMPROVEMENTS. 
          THANK YOU ALL VERY MUCH FOR THAT. WE'LL GET THAT A. ALL RIGHT. 
          NEXT UP, STUDENT MANAGEMENT. 
          CHAIRPERSON STANLEY BOARD OF TRUSTEES DOCTOR LOPEZ. 
          I'M NOT SURE IF WE'VE MET, BUT I'M MARY GARCIA,
DIRECTOR OF STUDENT SERVICES. 
          WE'RE GOING TO WRAP UP TONIGHT'S SCORECARD PRESENTATION WITH OUR STUDENT MANAGEMENT
UPDATE. 
          LAST YEAR, THE STATE HAD JUST PASSED HUNDREDS OF BILLS,
MANY RELATING TO STUDENT DISCIPLINE AND SAFETY. 
          AS EXPECTED, IMPLEMENTATION OF THAT LEGISLATION,
SPECIFICALLY HOUSE BILL 6, CONTRIBUTED TO INCREASES IN SOME OF OUR DISCIPLINE NUMBERS. BUT WE ALSO SAW SOME VERY POSITIVE OUTCOMES. 
          WE ARE GOING TO WALK THROUGH THOSE CHANGES TONIGHT. 
          AND I ALSO WANT TO POINT OUT YOU HAVE A PACKET IN FRONT OF YOU OF OUR STUDENT DISCIPLINE
REPORT, AND THAT'S FOR YOU TO HAVE A DEEPER DIVE INTO THE DATA. 
          OKAY. SO HOW MANY STUDENTS ARE ACTUALLY AFFECTED BY DISCIPLINE? WELL, OUT OF THE 52,000 STUDENTS THAT CAME IN AND OUT OF OUR DISTRICT LAST YEAR,
MORE THAN 50,000 HAD NO SERIOUS OR REPORTABLE DISCIPLINE INCIDENTS. THAT'S 97% OF OUR STUDENTS. 
          ONLY A LITTLE OVER 1700 STUDENTS HAD SERIOUS OR REPORTABLE INCIDENTS. 
          THAT'S INCIDENTS SUCH AS FIGHTS, ASSAULTS ON OR OFF CAMPUS FELONIES,
CONTROLLED SUBSTANCE VIOLATIONS, NICOTINE, THC, VAPES, THINGS LIKE THAT. AND THAT IS ESPECIALLY SIGNIFICANT BECAUSE LAST
YEAR WITH HOUSE BILL 6, IT EXPANDED THE NUMBER OF BEHAVIORS THAT DISTRICTS ARE REQUIRED TO REPORT. 
          AND WE CAN GO A LITTLE DEEPER AND INCLUDE THE CODE OF CONDUCT VIOLATIONS. 
          OUT OF ALL INCIDENTS COMBINED, INCLUDING THOSE GENERAL CODE OF CONDUCT VIOLATIONS,
OVER 47,000 OF OUR STUDENTS HAD 0 INCIDENTS. THAT MEANS NO DOCUMENTED TARDIES,
NO CELL PHONE VIOLATIONS, NO DRESS CODE VIOLATIONS, 0. THAT IS SOMETHING WORTH CELEBRATING. YOU ALSO SEE HERE THAT OUR DISCIPLINE FOCUS IS
CONCENTRATED AMONG A RELATIVELY SMALL NUMBER OF STUDENTS. ONLY 569 STUDENTS HAD 5 OR MORE INCIDENTS. 
          SO WHO ARE THESE STUDENTS AND WHERE SHOULD WE FOCUS? THIS CHART HERE HELPS US IDENTIFY STUDENTS WHO ARE BEGINNING TO SHOW REPEATED BEHAVIORS,
PARTICULARLY THOSE REACHING 3 TO 5 INCIDENTS 
          [01:05:02]
THERE. THAT'S WHERE WE NEED TO START FOCUSING OUR CONCERNS. 
          OUR GOAL ISN'T SIMPLY TO REDUCE DISCIPLINE NUMBERS,
IT'S TO REDUCE THOSE REPEATED BEHAVIORS AND HELP MORE STUDENTS BE SUCCESSFUL IN THE CLASSROOM. SO THIS SLIDE HERE IS A COMPARISON OF EXCLUSIONARY CONSEQUENCES WITH THE PREVIOUS YEARS WITH 24-25. YOU SEE THAT MOST OF OUR CONSEQUENCES INCREASED FROM THE
PREVIOUS YEAR BECAUSE OF ALL THE CHANGES FROM THE LEGISLATURE. 
          WE REALLY CONSIDER THE 25-26 SCHOOL YEAR TO BE OUR BASELINE YEAR. 
          BUT I KEPT THE COMPARISON FOR THE 24-25 SCHOOL YEAR SO THAT YOU SEE THE INCREASE. 
          SO THE IMPORTANT QUESTION ISN'T WHETHER THE NUMBERS INCREASE,
BUT IT'S WHY DID THEY INCREASE? THERE ARE 2 MAIN REASONS FOR THOSE INCREASES. 
          IN ALL OF THOSE AREAS, NUMBER 1 IS JUST THE IMPLEMENTATION OF STATE LAW. 
          AND NUMBER2 IS THE CONSISTENT DOCUMENTATION OF TARGETED BEHAVIORS. 
          SO FOR THE STATE LAW, HOUSE BILL 6 EXPANDED MANDATORY DISCIPLINE REQUIREMENTS. 
          THEY ADDED NEW REPORTABLE BEHAVIORS. SO THINGS THAT WE DIDN'T HAVE TO REPORT BEFORE. 
          THEY ADDED THAT THEY ALSO ADDED NEW ALLOWABLE CONSEQUENCES. 
          SO PREVIOUSLY, ADMINISTRATORS COULD NOT COMBINE IN-SCHOOL SUSPENSION AND OUT OF SCHOOL
SUSPENSIONS FOR THE 25-26 SCHOOL YEAR. 
          THEY COULD. SO THAT INCREASED THOSE PLACEMENTS. 
          ALSO, THE EXPANDED JURISDICTION OVER BEHAVIORS. 
          PREVIOUSLY, THERE WERE THINGS THAT HAPPENED OFF CAMPUS THAT WE COULD NOT RESPOND TO. 
          NOW WE RESPOND. THAT'S THAT'S THE INCREASE IN ALL OF THOSE JJAEP PLACEMENTS RIGHT THERE. 
          SO AS WE LOOK AT THE NEXT FEW SLIDES, YOU'RE GOING TO SEE THAT SOME LEVELS WERE IMPACTED
MORE THAN OTHERS. 
          AND THE DATA IS GOING TO HELP EXPLAIN WHY. OKAY. 
          WE'RE GOING TO TAKE A LOOK AT THE THE LEVEL THAT WAS LEAST IMPACTED. 
          THIS IS MIDDLE SCHOOL. THIS IS REALLY A VERY POSITIVE STORY ACTUALLY. 
          IF YOU SEE HERE WITH MIDDLE SCHOOL, YOU'RE IN SCHOOL SUSPENSION,
OUT OF SCHOOL SUSPENSION AND YOUR DAEP PLACEMENTS ALL CONTINUE TO DECLINE. 
          AND THEY ONLY HAD 2 JJAEP PLACEMENTS. SO UNLIKE ELEMENTARY,
THERE WERE NO NEW REPORTING CODES THAT SIGNIFICANTLY IMPACTED MIDDLE SCHOOL. THE EXPANDED JURISDICTION FOR OFF CAMPUS OFFENSES PRIMARILY
AFFECTED THE OLDER STUDENTS. 
          SO HIGH SCHOOL. SO AS A RESULT, MIDDLE SCHOOL EXCLUSIONARY DISCIPLINE IS AT ITS LOWEST
LEVEL IN 3 YEARS. 
          SO THIS IS REALLY A CELEBRATION SLIDE. SO I ALSO WANT TO POINT OUT SOMETHING ELSE. 
          OUT OF THE TOTAL STUDENTS IN MIDDLE SCHOOL, THE 11,367,
YOU SEE HOW MANY STUDENTS COME TO SCHOOL EVERY DAY SUCCESSFUL. 
          WE HAVE 463 THERE WHO HAVE 3 INCIDENTS AND ONLY 239 HAVE FIVE OR MORE. 
          THAT'S WHERE WE NEED TO FOCUS OUR EFFORTS RIGHT THERE. 
          SO MOVING INTO HIGH SCHOOL, HIGH SCHOOL DATA WAS IMPACTED BY 2 LEGISLATIVE CHANGES AND
ALSO THEIR CONSISTENT USE AND DOCUMENTATION OF TARGETED BEHAVIORS. SO HOUSE BILL 6 EXPANDED JURISDICTION OVER BEHAVIORS, INCLUDING THOSE CERTAIN OFF CAMPUS OFFENSES I JUST MENTIONED BEFORE,
AND THAT CONTRIBUTED TO ALL THOSE INCREASES IN JJAEP PLACEMENTS. 
          ALSO, HOUSE BILL 1481. WE'RE GOING TO TALK A LITTLE BIT MORE ABOUT THAT IN A MINUTE,
BUT THAT WAS THE CELL PHONE POLICY. 
          THAT WAS A BIG IMPLEMENTATION FOR HIGH SCHOOL,
AND DOCUMENTATION OF THAT WAS VERY IMPORTANT. 
          SO WE WE CREATED A SPECIFIC BEHAVIOR CODE FOR HIGH SCHOOL TO TRACK. 
          AND THOSE VIOLATIONS INCREASED. SOME OF OUR IN SCHOOL SUSPENSION,
THE INCREASE AT HIGH SCHOOL, I WANT TO POINT THIS OUT REFLECTS THE NEW STATE REQUIREMENTS AND REALLY JUST THE
INCONSISTENT ENFORCEMENT OF CODE OF CONDUCT BEHAVIORS SUCH AS TARDIES, TRUANCY, CELL PHONES. THERE WAS NOT AN INCREASE FOR SERIOUS ON CAMPUS BEHAVIORS
AT THE HIGH SCHOOL AT ALL. 
          AND SO YOU CAN SEE THERE AGAIN, OVER 14,000 STUDENTS GO TO HIGH SCHOOL EVERY DAY WITH 0
INCIDENTS. 
          AND SO WE HAVE THE 275 STUDENTS THERE THAT WE NEED TO FOCUS ON THAT HAVE FIVE OR MORE
INCIDENTS. 
          SO NOW LET'S TAKE A LOOK AT OUR LAST LEVEL, WHICH IS ELEMENTARY. 
          [01:10:02]
WE DID SEE INCREASES IN ISS AND OSS IN ELEMENTARY. 
          SO DUE TO HOUSE BILL 6, WHICH NOW ALLOWS FOR OSS FOR STUDENTS UNDER GRADE 3,
I DON'T KNOW IF YOU REMEMBER THAT THEY THEY DO ALLOW FOR THAT SUSPENSION FOR CERTAIN REPEATED OR SIGNIFICANT CLASSROOM
DISRUPTIONS FOR STUDENTS BELOW GRADE 3, THEY CREATED 2 BEHAVIOR CODES JUST FOR THIS. SO THAT IS ONE REASON FOR THOSE INCREASE. 
          CAMPUSES ARE EXPECTED TO USE PROGRESSIVE DISCIPLINE FIRST. 
          SO BEFORE SUSPENSION THEY USUALLY USE IN-SCHOOL SUSPENSION FIRST. 
          SO THAT'S ANOTHER REASON FOR THOSE INCREASES. 
          BUT LET'S LOOK AT SOME OTHER THINGS. LOOK AT THOSE DAEP PLACEMENTS. 
          THEY DECREASED BY HALF. SOMETHING ELSE THAT'S NOT REFLECTED HERE. 
          WE SAW A LARGE DECLINE IN THE REQUESTS FOR TEACHER REMOVALS UNDER CHAPTER 37. 
          AND SO EVEN THOUGH WE SEE SOME INCREASES HERE,
THE SEVERE BEHAVIORS AND THE TEACHER REMOVALS REQUESTS, THEY DID DECLINE. SO THE OTHER THING I WANT TO POINT OUT HERE IS 23,681 STUDENTS OUT OF A
LITTLE BIT. 
          OVER 24,000 STUDENTS COME TO SCHOOL SUCCESSFUL EVERY DAY. 
          AND WE HAVE A SMALL POPULATION HERE IN ELEMENTARY THAT WE NEED TO TARGET THE 54 STUDENTS. 
          OKAY, SO I MENTIONED THIS BEFORE HOUSE BILL 1481. 
          THAT WAS ANOTHER SIGNIFICANT CHANGE THIS YEAR. 
          WE WERE TALKING ABOUT IT AT THIS TIME LAST YEAR,
WE STARTED OFF WITH A STRONG BOARD POLICY, CLEAR CONSEQUENCES AND CONSISTENT COMMUNICATION WITH OUR STUDENTS AND FAMILY CAMPUSES. 
          ENFORCE THOSE EXPECTATIONS. HIGH SCHOOLS ESPECIALLY BECAUSE THAT'S WHERE THAT WE NEEDED
THAT ENFORCEMENT. 
          WHAT WAS THE RESULT OF THAT? WE SAW DECREASES IN CYBERBULLYING,
TERRORISTIC THREATS, AND INAPPROPRIATE SEXUAL COMMUNICATION. 
          WE SAW THE POSITIVE OUTCOMES. WE HOPE TO ACHIEVE FEWER SERIOUS BEHAVIORS AND SAFER
LEARNING ENVIRONMENTS FOR OUR STUDENTS. 
          SO THAT WAS A SUCCESSFUL IMPLEMENTATION. I'M GOING TO START KIND OF WHERE I LEFT OFF. 
          DESPITE A YEAR OF LEGISLATIVE CHANGES, SEVERAL OF OUR MOST SERIOUS BEHAVIORS,
INCLUDING ON CAMPUS FELONIES, FIGHTING ASSAULTS ON EMPLOYEES. TERRORISTIC THREATS. 
          ALL DECLINED THIS YEAR. EVERY ONE OF THEM WENT DOWN. 
          AND SO AS WE MOVE INTO THE 26 AND 27 SCHOOL YEAR,
SAFE SCHOOLS REMAIN A TOP PRIORITY IN GISD. 
          WE WILL CONTINUE TO TARGET THOSE SPECIFIC BEHAVIORS. 
          WE WILL CONTINUE TO STRENGTHEN OUR CLASSROOM AND INDIVIDUALIZE STUDENT SUPPORTS. 
          WE'LL CONTINUE TO IMPLEMENT THE LEGISLATIVE REQUIREMENTS AND DOCUMENT ACROSS ALL CAMPUSES. 
          ULTIMATELY, OUR GOAL REMAINS THE SAME TO PROVIDE POSITIVE,
SAFE LEARNING ENVIRONMENTS WHERE EVERY STUDENT HAS THE OPPORTUNITY TO BE SUCCESSFUL. 
          AND I'LL ANSWER ANY QUESTIONS YOU HAVE AT THIS TIME. 
          MR. BEACH. JUST REAL QUICK THANK YOU FOR THIS REPORT. 
          VERY GOOD. WHAT CAN AN SRO OFFICER DO AS FAR AS HELP ON ON THE CAMPUS. 
          IS THERE ANYTHING THAT THEY HAVE LEGAL RIGHTS ON OR THEY TO SUPPORT WHAT WE'RE DOING HERE? YOU KNOW, MAYBE IN TALKING TO SOME OF THOSE FIVE KIDS OR WHATEVER,
OR 25 KIDS THAT WE'RE HAVING TROUBLE WITH OR WHATEVER, AND TAKING THEM OUT AND JUST VISITING WITH THEM AND TRYING TO,
ARE WE, ARE WE UTILIZING THAT OR CAN THEY DO THAT? YES, THEY'RE GREAT MENTORS. THEY SHOULD NEVER BE CALLED TO CLASSROOMS AND BE INVOLVED IN
DISCIPLINE. 
          I WILL SAY THAT. BUT I KNOW I HAD AN EXCELLENT SRO AT BUSSEY MIDDLE SCHOOL WHEN I WAS THE
PRINCIPAL. 
          AND OFFICER CARTER DID A GREAT JOB WITH TALKING TO OUR STUDENTS AND MENTORING THEM. 
          AND SO A GOOD SRO ALWAYS IS THERE FOR STUDENTS. 
          AND I'VE SEEN SROS AT THE CAMPUS DO THAT. YES,
SIR. 
          MR. SELDERS. JUST OUT OF CURIOSITY WHAT DO OUR DISCIPLINE METRICS LOOK LIKE WHEN WE CROSS
THEM WITH OR CROSS-REFERENCE THEM WITH OUR PARENT ENGAGEMENT DATA? THAT'S A REALLY GOOD QUESTION. AND YOU'RE SAYING,
SO SCHOOLS THAT HAVE HIGH PARENT ENGAGEMENT, LOWER DISCIPLINE OR HIGHER DISCIPLINE? I'M NOT MAKING AN ASSUMPTION. 
          I'M JUST CURIOUS. THAT'S A REALLY GREAT QUESTION. 
          [01:15:01]
AND THE REASON WHY I ASKED THAT QUESTION IS YOU TALKED ABOUT THE ONES THAT HAD 3 OR MORE
INCIDENCES OR 5 OR MORE INCIDENTS. 
          AND I'M JUST CURIOUS, I MEAN, I'M NOT ASKING THE TEACHERS TO NECESSARILY BE BEST FRIENDS
WITH PARENTS, BUT I'M JUST CURIOUS TO UNDERSTAND LIKE, WHAT IS THAT RELATIONSHIP? OR IF IS, IS THERE A RELATIONSHIP WITH, YOU KNOW,
THE TEACHER AND THE PARENT OF THOSE STUDENTS WHO ARE CREATING THE MAJORITY OF THE INCIDENCES? ALWAYS A GREAT TEACHER AND A GREAT CAMPUS AND HAVING RELATIONSHIPS WITH
PARENTS IS GOING TO BUILD THAT BRIDGE TO WORK WITH. HEY, WE'RE TRYING THIS INTERVENTION AT HOME. 
          I MEAN, AT SCHOOL, YOU KNOW, TRYING IT. SO THAT'S A GOOD POINT. 
          BUT I'VE NEVER EXACTLY LOOKED AT THE PARENT ENGAGEMENT. 
          I MEAN STUDIES HAVE SHOWN ALL. ABSOLUTELY. RIGHT. 
          1 OTHER QUESTION THAT I HAVE IS FOR TEACHERS THAT HANDLE A HIGHER,
I GUESS, CONCENTRATION OF CHALLENGING SITUATIONS, HOW ARE THEY BEING SUPPORTED FROM THE ADMINISTRATION TO RESOLVE OR,
YOU KNOW. 
          WELL, THERE ARE SUPPORT STAFF THAT CAN COME IN AND MODEL,
YOU KNOW, WORKING WITH THOSE STUDENTS BEHAVIOR SPECIALISTS THAT CAN COME IN AND SHOW THEM DIFFERENT INTERVENTIONS. 
          WE HAVE A LOT OF DIFFERENT INTERVENTIONS FOR BEHAVIOR FOR THOSE STUDENTS. 
          THERE'S CAMPUS COACHES THAT CAN COME IN FOR BEHAVIOR. 
          WE DEFINITELY HAVE TO GET THE TEACHER SUPPORTS IN THOSE AREAS AND ADMINISTRATORS CAN HELP
TO COUNSELORS. 
          WE DEFINITELY GET THEM SUPPORT ON THAT. AND WOULD YOU SAY,
WOULD YOU SAY, AND THIS MIGHT BE A REACH. 
          I'M JUST CURIOUS, WHEN WE TALK ABOUT TIER 1 INSTRUCTION AND BEING ABLE TO DELIVER THAT,
CERTAINLY IF YOU HAVE A DISRUPTIVE CLASS OR MORE STUDENTS THAT ARE A LITTLE BIT MORE DISRUPTIVE, IT MIGHT BE MORE DIFFICULT FOR TEACHERS TO MANAGE THAT,
YOU KNOW, HIGHER LEVEL OF TIER 1 INSTRUCTION. 
          SO I'M JUST TRYING TO FIGURE OUT LIKE HOW ALL OF THAT PLAYS TOGETHER. 
          WELL, TIER ONE BEHAVIOR SYSTEMS IN CLASS ALSO HELP ELIMINATE SOME OF THAT BEHAVIOR. 
          IF YOU HAVE STRONG TIER 1 BEHAVIOR SYSTEMS IN YOUR CLASS,
IT ELIMINATES THAT. 
          SO WE ALWAYS WANT THEM TO HAVE GREAT CLASSROOM MANAGEMENT. 
          AND YOU KNOW, THEY ARE TRAINED ON THAT. ALSO SOMETIMES YOU LOOK AT THAT AND YOU TRY TO
WORK WITH YOUR SCHEDULING AND YOU MIGHT HAVE TO, ESPECIALLY AT SECONDARY, YOU MIGHT HAVE TO DO SOME RESCHEDULING. 
          YOU KNOW, SOMETIMES IF YOU HAVE A LOT OF A A GROUP OF STUDENTS,
YOU MIGHT WANT TO BREAK THAT UP OR WHATEVER. 
          THERE'S LITTLE THINGS LIKE THAT THAT WE HAVE TO DO. 
          BUT IF A, IF A TEACHER HAS A HIGH CONCENTRATION,
YEAH, YOU HAVE TO GET IN THERE AND HELP THEM. 
          AND THE ADMINISTRATOR, SHE CAN CALL IN A CAMPUS BEHAVIOR COACH,
A BEHAVIOR SPECIALIST. 
          ABSOLUTELY. OKAY. BUT USUALLY IT'S NOT A LARGE NUMBER IN ONE CLASS WHEN YOU'RE LOOKING AT
THOSE NUMBERS. 
          OKAY. HI. I CAN SPEAK TO THAT A LITTLE BIT JUST WITH OUR CAMPUSES AND ESPECIALLY AT SOME
OF OUR SCHOOLS THAT TRADITIONALLY HAVE HAD HIGHER LEVELS OF DISCIPLINE IT REALLY IS ABOUT THE
INTENTIONAL SCHEDULING. 
          AND SO WHEN WE LOOK AT A SCHOOL LIKE LYLE'S ONE OF THE REASONS WHY THEY HAD THEIR NINE
POINT GAIN IS BECAUSE THEY KNEW THEIR STUDENTS. 
          AND THIS IS WHAT WE'RE PUSHING ALL OF OUR CAMPUSES TO DO IS TO KNOW WHERE THOSE STUDENTS
ARE MISS GARCIA. 
          DOCTOR GARCIA GAVE US THE THE NUMBERS. THESE ARE THE KIDS THAT ARE GOING TO TRADITIONALLY
GET MORE ISSUES. 
          WE KNOW THAT FROM LAST YEAR. WE KNOW THEY'VE ALREADY HAD A FEW. 
          WELL, LAST YEAR AT LYLES THEY HAD THOSE KIDS SCHEDULES ON THEIR ID. 
          AND SO THEY KNEW THAT THEY HAD TO GO TO THESE CLASSROOMS AT LEAST ONCE EACH PERIOD JUST TO
POSITIVELY REINFORCE THE BEHAVIOR OR MAKE SURE THAT IF THAT STUDENT WAS BEING DISRUPTIVE AND NOT ALLOWING OTHER STUDENTS TO LEARN THAT THAT'S
NOT GOING TO BE OKAY, AND THAT WE ARE NOT GOING TO ALLOW ONE STUDENT TO REMOVE THE LEARNING OR ELIMINATE THE
LEARNING FOR 30 OTHERS. 
          WE HAVE TO INTERVENE AND INTERVENE RIGHT AWAY. 
          AND I'LL SAY THAT I THINK OUR TEACHERS HAVE DONE A TREMENDOUS JOB BECAUSE WHEN YOU LOOK AT
THE NUMBER GOING FROM 3 TO 5, THAT DECREASE IS OUR TEACHERS AND OUR ADMINISTRATORS INTERVENING,
REACHING OUT TO PARENTS AND HELPING STUDENTS MAKE BETTER DECISIONS. 
          WHEN YOU SAID THEY HAD THE SCHEDULES ON THEIR BADGE OR WHO IS THEY? THE THE ASSISTANT PRINCIPALS, THE INSTRUCTIONAL COACHES. GOT IT. 
          OKAY. AND THEY WERE THERE EVERY EACH PERIOD THEY WOULD ROTATE. 
          EVERYONE HAD TO TOUCH THAT CLASSROOM AT LEAST ONCE EACH PERIOD. 
          DOCTOR GARCIA, YOU SAID SOMETHING EARLIER THAT KIND OF PIQUED MY INTEREST. 
          AND I HADN'T HEARD THIS BEFORE, BUT YOU TALKED ABOUT TIER ONE BEHAVIORAL SYSTEMS. TALK TO ME A LITTLE BIT MORE ABOUT THAT. TIER 1 BEHAVIOR IS JUST SYSTEMS FOR ALL STUDENTS. 
          IT'S THANK YOU. THANK YOU MIKE. I'M SORRY. OKAY. 
          [01:20:03]
STRUCTURING YOUR CLASSROOM, IT'S HOW YOU ROTATE FROM CENTERS TO IN LESSONS. 
          IT'S HOW YOU LINE UP. IT'S HOW YOU TRANSITION FROM ONE CLASS TO ANOTHER. 
          IT'S THOSE POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORT YOU. 
          YOU THINK THAT KIDS COME IN AND THEY JUST NATURALLY KNOW HOW TO GO FROM ONE TO ANOTHER,
HOW TO LINE UP IN A CLASSROOM, HOW TO TRANSITION FROM LESSONS, HOW TO PUT THEIR PAPERS UP,
HOW. 
          BUT, BUT TEACHERS HAVE TO TEACH EVERY BIT OF THAT. 
          SO THOSE ARE TIER 1 BECAUSE EVERY STUDENT HAS TO FOLLOW THEM. 
          CAFETERIA. IF YOU DON'T STRUCTURE YOUR CAFETERIA WELL,
YOU WOULD HAVE CHAOS. 
          SO EVERYTHING IS PURPOSEFUL. THOSE ARE TIER 1. 
          THANK YOU. IT KEEPS US SAFE. ANYTHING ELSE? I HAD ONE QUESTION. 
          YOU SAID HERE INSTANCES OF WHAT WE HAVE TO REPORT THAT WE DIDN'T HAVE TO. 
          COULD YOU GIVE ME AN EXAMPLE OF THE THINGS THAT WE HAVE TO REPORT THAT WE NEVER HAD TO
REPORT BEFORE? YES, MA'AM. THE BIGGEST THING I CAN TELL YOU IS ALL OF THE OFF CAMPUS BEHAVIORS. 
          FOR EXAMPLE, BEFORE IF YOU HAD AN ARMED ROBBERY,
THINGS LIKE THAT. 
          IF YOU HAD AND YOU WOULD THINK BEFORE WE WOULD HAVE TO DO THIS,
BUT IF YOU HAD A STUDENT WITH A GUN, DEADLY WEAPON, ODDLY ENOUGH, WE DID NOT HAVE JURISDICTION FOR THINGS LIKE THAT BEFORE. 
          SO WE NOW HAVE TO REPORT THAT AND ACTUALLY EXPEL. 
          SO THE CONSEQUENCES WERE RAISED FOR THINGS THAT WE USED TO. 
          OKAY, WE MAY JUST GIVE A DAEP WE HAVE MANDATORY CONSEQUENCES. 
          THEY ALSO ADDED BEHAVIOR CODES FOR ON CAMPUS. 
          SO WE HAVE NEW CODES FOR THINGS THAT WE DIDN'T HAVE BEFORE. 
          FOR EXAMPLE, THEY HAVE A DISRUPTION OF CAMPUS ACTIVITIES. 
          WE DIDN'T HAVE THAT BEFORE. IT'S ACTUALLY A MANDATORY DAEP NOW AS IT SHOULD BE. 
          AND IT'S PRETTY SPECIFIC. I CAN INCLUDE ONE OF THOSE FOR LIKE JUST ALL THE NEW CODES AND
THE BEHAVIORS BECAUSE IT'S PRETTY INTERESTING. 
          THERE'S ABOUT 12 OF THEM. I'D BE VERY INTERESTED IN IT BECAUSE IT ALMOST SOUNDS LIKE THAT
TEACHING THAT TIER 1 BEHAVIOR. 
          IT'S LIKE THEY'VE PUT SOME CODES IN THERE THAT SAID,
THIS IS JUST BEHAVIORS THAT WE CAN'T ALLOW TO HAPPEN ANYMORE, THAT SOMEHOW WE LET THEM HAPPEN. YES, MA'AM. THAT'S EXACTLY WHAT IT IS. 
          OR SOME OF THEM WERE DONE OFF CAMPUS AND WE NEVER HAD JURISDICTION. 
          AND THAT'S WHAT SHE WAS REFERRING TO. SO IF A KID HAD A WEAPON,
I DON'T WANT YOU TO THINK THAT THEY BROUGHT A GUN TO SCHOOL. 
          THIS WAS OFF CAMPUS. THEY HAD SOMETHING. AND ALL OF A SUDDEN THEY SAID,
OH, NO, THAT'S GOING TO BE A CITY MATTER, BECAUSE THAT HAPPENED AFTER HOURS OUT OF SCHOOL. 
          WELL, ANYTHING THAT AFFECTS THE SCHOOL IS NOW SCHOOL'S RESPONSIBILITY. 
          SO IT'S A BUT HOW DO WE FIND OUT ABOUT IT? IS IT UP TO NOW THE CITY PD TO LET US KNOW THAT
THEY'VE HAD AN INCIDENT WITH. 
          A GOOD QUESTION. SO YOU. SO SOMETIMES THEY DON'T EVEN KNOW. 
          RIGHT. SO YOU MIGHT GET SOMETHING ON SOCIAL MEDIA THAT SHOWS SOMETHING HAPPENED. 
          AND SO WE GET IT, WE VERIFY IT, AND NOW WE CAN ADDRESS IT. 
          WHERE BEFORE PEOPLE WOULD SAY, WELL, YOU'RE GOING TO HAVE TO CALL THE POLICE,
AND THEN THE POLICE WOULD HAVE TO DO SOMETHING DIFFERENT, AND THEN WE'D WAIT FOR CHARGES. 
          IT'S, IT'S MUCH DIFFERENT NOW. SO THE, THE NOTIFICATION DOESN'T NECESSARILY HAVE TO COME
FROM THE POLICE. 
          WE CAN NOW ADDRESS THINGS THAT ARE HAPPENING. 
          WHEN THEY TELL ON THEMSELVES THROUGH SOCIAL MEDIA. 
          WE CAN GET THEM. RIGHT. THANK YOU. THANK YOU. 
          WE ALSO WILL RECEIVE THE POLICE REPORT AND IT'S A 1527 AND WE ACT ON IT. 
          BUT BEFORE WE WEREN'T ALLOWED TO GIVE ANY DISCIPLINE FOR IT. 
          AND SO NOW WE ARE ABLE TO AND THAT'S A BIG DEAL. 
          WELL THANK YOU. ANYTHING ELSE? THANK YOU VERY MUCH. 
          ALL OF YOU THAT PRESENTED BECAUSE THERE'S QUITE A FEW OF YOU. 
          OKAY. SO NOW WE WILL MOVE ON TO. DOCTOR BABETTA. 
          OH WELL, THAT'S NOT DOCTOR BABETTA BUT CONSIDER APPROVAL OF THE CHOICE OF SCHOOL CALENDAR. 
          GOOD EVENING. AND CHAIRPERSON STANLEY BOARD OF TRUSTEES DOCTOR LOPEZ. 
          MY NAME IS ERICA CARVAJAL AND I AM THE ASSISTANT DIRECTOR OF ENROLLMENT AND SCHOOL CHOICE. 
          AND I WILL BE GOING OVER THE 2026 CHOICE OF SCHOOL RESULT AND ALSO PROPOSING OUR 2027-2028
CHOICE OF SCHOOL WINDOW DATES FOR APPROVAL. 
          AS OF THIS MORNING, OUR ENROLLMENT IS 47,366,
AND WE ARE HOPEFUL THAT THIS NUMBER WILL CONTINUE TO INCREASE AS WE WELCOME LATE 
          [01:25:02]
ENROLLEES AND NEW FAMILIES THAT ARE MOVING INTO THE DISTRICT. 
          I ALSO WANT TO MAKE NOTE THAT THE ENROLLMENT NUMBER THAT IS SHOWN HERE,
AND THAT WAS ORIGINALLY IN YOUR BOARD NOTES, IS A NUMBER THAT WAS REFLECTED FROM EARLY LAST WEEK. 
          AN UPDATED COPY WITH THIS MORNING'S CURRENT NUMBER OF ENROLLMENT WAS PROVIDED FOR YOU AS A
REFERENCE. 
          THIS TABLE ILLUSTRATES STUDENT PLACEMENT BASED ON THE RANKING OF THEIR CAMPUS PREFERENCES
FOR PRE-K THROUGH 12TH GRADE STUDENTS. 
          OF THE STUDENTS WHO PARTICIPATED IN THE CHOICE OF SCHOOL PROCESS,
8151 STUDENTS WERE MATCHED WITH ONE WITH THEIR FIRST CHOICE, MEANING THE MAJORITY OF OUR FAMILIES RECEIVE THEIR TOP SELECTION. 
          OVERALL, 10,632 STUDENTS WERE SUCCESSFULLY PLACED THROUGH THE CHOICE OF SCHOOL PROCESS. 
          THIS TABLE PROVIDES AN OVERVIEW OF THE FINAL PLACEMENT OUTCOMES FOR ALL CHOICE OF SCHOOL
APPLICANTS. 
          PRE-K. THROUGH 12TH GRADE, ONLY 61 STUDENTS WERE NOT PLACED AND THESE CASES WERE PRIMARILY
THE RESULT OF REQUESTED CAMPUSES REACHING CAPACITY OR OTHER ELIGIBILITY AND PROGRAM SPECIFIC FACTORS. 
          AS WE LOOK AT THE OVERALL RESULTS FOR 2026-2027. 
          CHOICE OF SCHOOL. 99.4% OF OUR STUDENTS WHO SUBMITTED A CHOICE OF SCHOOL FORM WERE MATCHED
TO ONE OF THE 6 SELECTED CHOICES. 
          FOR THE VAST MAJORITY OF OUR FAMILIES, THE PROCESS RESULTED IN THE PLACEMENT AT ONE OF THE
CAMPUSES THEY SELECTED, PROVIDING STUDENTS WITH ACCESS TO PROGRAMS AND SCHOOLS THAT BEST MEET THEIR INTERESTS AND
EDUCATIONAL NEEDS. 
          NOW, LET'S TAKE A DEEPER DIVE INTO PRE-K AND KINDERGARTEN. 
          OVERALL, WE RECEIVED 3295 FORMS ACROSS BOTH OF THE GRADE LEVELS FOR PRE-K. 
          WE HAD 1285 STUDENTS MATCHED TO ONE OF THEIR SIX CHOICES,
WITH ONLY 18 STUDENTS UNMATCHED FOR OUR KINDERGARTEN STUDENTS, 1976 STUDENTS WERE MATCHED, LEAVING JUST 16 STUDENTS UNMATCHED,
GIVING US STILL THAT 99% MATCH RATE AT BOTH GRADE LEVELS. 
          THESE RESULTS DEMONSTRATE THAT OUR MATCHING PROCESS WAS HIGHLY SUCCESSFUL,
ALLOWING THE OVERWHELMING MAJORITY OF OUR YOUNGEST LEARNERS TO RECEIVE ONE OF THEIR SELECTED CAMPUSES. ONCE THE CHOICE OF SCHOOL TIMELINE IS APPROVED,
OUR WORK REALLY, TRULY BEGINS. 
          WE IMMEDIATELY BEGIN PLANNING A YEAR ROUND OUTREACH AND FAMILY ENGAGEMENT STRATEGY TO
ENSURE FAMILIES ARE INFORMED AND SUPPORTED THROUGHOUT THE ENROLLMENT PROCESS. 
          WE KICK OFF WITH THE EIGH8TH GRADE FIELD TRIP AND FALL EXPLORE EVENT,
COORDINATED BY OUR MAGNET TEAM AT THE CURTIS CULWELL CENTER, WHERE STUDENTS AND FAMILIES LEARN ABOUT HIGH SCHOOL PATHWAYS,
PROGRAMS AND MAGNET OPPORTUNITIES THROUGH DECEMBER AND JANUARY. 
          OUR ENROLLMENT IN MAGNET TEAMS HOST SUPPORT NIGHTS FOR STUDENTS ENTERING FIRST THROUGH
12TH GRADE, PROVIDING HANDS ON ASSISTANCE WITH THE CHOICE OF SCHOOL FORMS,
ENROLLMENT APPLICATIONS, AND WE TYPICALLY SEE OVER 100 FAMILIES EACH OF THOSE NIGHTS IN THE SPRING. OUR FOCUS SHIFTS TO PRE-K AND KINDERGARTEN FAMILIES. 
          WE VISIT LOCAL CHILDCARE CENTERS, PARTNER WITH OUR FAMILY AND COMMUNITY ENGAGEMENT
DEPARTMENT, HOST OUR ANNUAL PRE-K AND KINDER EXPLORE EVENT,
AND ALSO OFFER SUPPORT NIGHTS FOR OUR FAMILIES TO COMPLETE THE APPLICATION, REVIEW THE DOCUMENTATION AND PREPARE FOR SUCCESSFUL START. 
          AS MOST OF THE TIME, THIS IS THE FIRST TIME OUR FAMILIES ARE EXPERIENCING ENROLLMENT FOR
THEIR LITTLES, AND OUR OUTREACH CONTINUES EVEN IN THE SUMMER. 
          THE GROUNDWORK OUTREACH TEAM GOES DIRECTLY INTO THE NEIGHBORHOODS TO HELP FAMILIES ENROLL
FROM HOME. 
          THE YOU BELONG CAMPAIGN BRINGS TOGETHER DISTRICT LEADER VOLUNTEERS FROM VARIOUS
DEPARTMENTS, MANY THAT ARE HERE TONIGHT THAT WENT OUT TO APARTMENT COMPLEXES AND COMMUNITIES TO SHARE
ENROLLMENT INFORMATION AND PROVIDE FAMILIES WITH DISTRICT RESOURCES. 
          ULTIMATELY, ENROLLMENT IS NOT JUST A SEASONAL EFFORT,
IT IS A YEAR ROUND COMMITMENT. 
          THROUGH INTENTIONAL OUTREACH, DISTRICTWIDE PARTNERSHIPS,
AND DEDICATED STAFF, WE WILL CONTINUE TO ENSURE EVERY FAMILY FEELS WELCOME, INFORMED AND SUPPORTED. SO AS WE LOOK AHEAD FOR 27-28,
THE CHOICE OF SCHOOL PROCESS, WE'VE IDENTIFIED 2 KEY OPPORTUNITIES TO ENHANCE THE FAMILY EXPERIENCE BASED ON WHAT WE'VE LEARNED JUST THIS
PAST YEAR. 
          SO THE FIRST WILL BE THAT WE WILL STANDARDIZE THE ACCESS TO AVELLA,
APPLY BY IMPLEMENTING A 24 TO 48 HOUR ACCOUNT CREATION TURNAROUND THROUGH A SECURE FILE TRANSFER PROTOCOL, WITH MULTIPLE DATA TRANSFERS OCCURRING EACH DAY. 
          FAMILIES WILL HAVE A FASTER, MORE CONSISTENT ACCESS TO THE CHOICE OF SCHOOL FORM,
ALLOWING THEM TO BEGIN THE CHOICE OF SCHOOL PROCESS SOONER, 
          [01:30:06]
WITH FEWER DELAYS. 2ND, WE RECOGNIZE THAT OUR FAMILIES DID NOT REALIZE THAT PRE-K IS
CONSIDERED A TRANSITIONAL GRADE LEVEL, AND WE WILL DEVELOP A TARGETED COMMUNICATION PLAN SPECIFICALLY FOR PRE-K FAMILIES WITH THE
COMMUNICATION AND PUBLIC RELATIONS DEPARTMENT, AS WELL AS OUR CAMPUSES THAT ACTUALLY OFFER PRE-K. 
          THIS COMMUNICATION WILL HELP PROVIDE CLEAR GUIDANCE ON ENROLLMENT AND THE CHOICE OF SCHOOL
TIMELINES, THE PROGRAMS THAT ARE AVAILABLE TO THEIR STUDENTS,
AND THE TRANSITION FROM KINDERGARTEN FROM PRE-K TO KINDERGARTEN. 
          HELPING FAMILIES BETTER UNDERSTAND EACH STEP OF THE PROCESS AND FEEL CONFIDENT AS THEY
MAKE THEIR CHOICES FOR THEIR STUDENTS. 
          THESE IMPROVEMENTS ARE DESIGNED TO MAKE THE CHOICE OF SCHOOL PROCESS MORE EFFICIENT,
MORE TRANSPARENT, AND EVEN MORE FAMILY CENTERED AS WE CONTINUE TO REFINE AND STRENGTHEN OUR CHOICE OF SCHOOL
PRACTICES. 
          SO LOOKING INTO 2027 2028, WE ARE PROPOSING THE CHOICE OF SCHOOL WINDOW FOR STUDENTS
ENTERING FIRST THROUGH 12TH GRADE TO BEGIN DECEMBER 1ST AND END ON JANUARY 12TH OF 2027. AND THEN FOR OUR PRE-K AND KINDERGARTEN STUDENTS,
WE WOULD BEGIN APRIL 1ST AND WE WOULD END THAT ON THE 30TH. 
          ARE THERE ANY QUESTIONS? COMMITTEE. ANY QUESTIONS? OKAY. NO, I DON'T SEE ANY QUESTIONS. THANK YOU. 
          THAT'S IT. THANK YOU VERY MUCH. OKAY. AND THEN WE'LL MOVE ON NOW TO ACTION 
          [IV.B. Action Items]
ITEM. CONSIDER AND APPROVE CERTIFICATION OF COMPLIANCE WITH CERTAIN LAWS UNDER THE TEXAS
EDUCATION CODE 39.008, AS ENACTED BY SENATE BILL 12, MISS RAY. GOOD EVENING,
CHAIRPERSON STANLEY BOARD OF TRUSTEES DOCTOR LOPEZ. 
          BEFORE YOU IS A COMPLIANCE CERTIFICATION THAT WILL BE FOR VOTE AT THE BOARD MEETING LATER THIS MONTH. AND BEFORE YOU ALSO IN ORANGE FOLDERS ARE ALL THE MATERIALS THAT TALK
ABOUT THIS ISSUE. I HAD PREVIOUSLY PUT IN THE BOARD INSIGHTS,
THE TA TO THE ADMINISTRATOR NOTIFICATION ABOUT SB 12 AND THAT CERTIFICATION. 
          THERE'S ALSO A TASB GUIDANCE IN YOUR PACKET AS WELL THAT OUTLINES WHAT THAT IS AND THE
BOARD WILL BE VOTING ON IT. AT OUR BOARD MEETING, AS I MENTIONED, AND ALSO IN YOUR PACKET IS A COMPLIANCE
CERTIFICATION TEMPLATE, WHICH IS WHAT DOCTOR LOPEZ WILL BE CERTIFYING TO AND THE BOARD WILL BE VOTING ON. 
          SO WHAT EXACTLY WILL YOU BE VOTING ON IF YOU LOOK WITHIN YOUR FOLDER? YOU'LL SEE WHAT IS ACTUALLY REQUIRED IN SECTION 39.008. 
          AND IT'S A PRETTY SHORT BILL. SO I'LL GO THROUGH IT. 
          IT'S A CERTIFICATION APPROVED BY THE MAJORITY,
THE VOTE OF THE BOARD THAT WE WILL BE SUBMITTING ELECTRONICALLY A DESCRIPTION OF THE POLICIES AND PROCEDURES REQUIRED BY SECTIONS 11.005 AND 29,
28.002 AND ADD HOW EMPLOYEES AND CONTRACTORS WERE NOTIFIED WHETHER OR NOT ANY EXISTING POLICIES
AND PROGRAMS WERE ALTERED TO ENSURE COMPLIANCE AND ANY COST SAVINGS RESULTING FROM ACTIONS TAKEN BY THE SCHOOL
DISTRICT. 
          SO WHAT EXACTLY IS IT? IF YOU RECALL, WHEN WE BROUGHT UPDATE 126,
WE HAD TO CERTIFY THAT WE HAD DONE AWAY WITH ANY DEI INITIATIVES, PROTOCOLS,
TEACHINGS. 
          AND WE ALSO HAD TO LET ALL OF OUR VENDORS AND OUR EMPLOYEES KNOW THAT WE HAD DONE THAT AS
WELL. 
          AND WITH UPDATES. 119, 122, 126 AND 127 THAT TASB HAD PUT OUT ALL THOSE POLICIES, INCORPORATED THAT, AND WE ADOPTED THOSE POLICIES IN ITS ENTIRETY
SO WE CAN CERTIFY THAT WE ARE COMPLIANT WITH THOSE LAWS. 
          AND THIS IS ALL PART OF THE LARGER SB 12 THAT CAME OUT IN THE 89TH LEGISLATURE. 
          SO HOW WERE OUR CONTRACTORS NOTIFIED THAT WE THEY CANNOT TEACH ANY DIE OR WE CANNOT ADOPT
ANY DIE CURRICULUM. WELL, I ASKED OUR NEW EXECUTIVE DIRECTOR OF PURCHASING AND SHE FORTUNATELY WAS
ABLE TO APPRIZE ME THAT WE 
          [01:35:09]
UPDATED OUR RFP BOILERPLATE LANGUAGE ON MAY 15TH,
2026 TO ADD A SECTION TO SAY THAT WE PROHIBIT ANY DIVERSITY, EQUITY AND INCLUSION ACTIVITIES OR DUTIES AND THE DISTRICT SHALL
NOT ENTER INTO OR CONTINUE TO DO BUSINESS WITH ANY CONTRACTOR THAT INTENTIONALLY OR KNOWINGLY ENGAGES IN DEI
DUTIES OR ASSIGNS DEI DUTIES TO ANOTHER INDIVIDUAL. ANY CONTRACT FOUND TO BE IN VIOLATION SHALL BE SUBJECT TO TERMINATION WITH AN
OPPORTUNITY FOR APPEAL, ACCORDING TO BOARD POLICY K, LEGAL. ALSO RECENTLY,
ALL EMPLOYEES WERE PROVIDED A COPY OF THE EMPLOYEE HANDBOOK. 
          AND WITH THAT, WE'RE ALL OUR RECENT POLICIES THAT WE HAD ADOPTED THROUGH UPDATES 119,
122, 126 AND 127 SO TRUSTEES, I CAN ASSURE YOU THAT WE ARE COMPLIANT WITH THE LAW,
AND YOU CAN FAITHFULLY VOTE ON THE APPROVAL OF THAT ON OUR SEPTEMBER BOARD MEETING. 
          ARE THERE ANY QUESTIONS? ARE THERE ANY QUESTIONS BOARD? I SEE NONE. WELL, THANK YOU VERY MUCH. THANK YOU. 
          OKAY. WELL, WITH THAT, THAT TAKES US TO EXECUTIVE SESSION. 
          DO WE HAVE EXECUTIVE SESSION? NOPE. OKAY. SO I WOULD ENTER I WOULD CONSIDER ADJOURNMENT
HERE. 
          [VI. Adjournment]
SO MOVED. OKAY. THERE YOU GO. AND SO WE ARE DONE AT 9:11.
* This transcript was compiled from uncorrected Closed Captioning.